DescriptionIn this paper, I propose a means of scaffolding the many layers of language study using a form of stylistic pedagogy informed by a Bakhtinian Dialogic approach to education. I will explore the idea of close reading and mentor text, informed by Mikhael Bakhtin’s Dialogical Pedagogy. The focus will be on teaching grammar, rhetoric, and language through close reading of Markus Zusak’s novel The Book Thief. Beginning with a study of word choice and moving up in increments to phrases, sentences, figurative language and rhetoric, the unit culminates in thematic understanding of the novel: the power of language. The second half of the project is a curriculum unit plan in the format required by many school districts. This plan includes essential questions, enduring understandings, instructional strategies and learning targets that are aligned with Core Curriculum Standards, interdisciplinary connections. The curriculum is broken down into four separate lesson plans, which include suggested accommodations and modifications for differentiated instruction. I have provided supplemental materials such as formative and summative assessments and activities.