LESSON PLANS

Lesson PlansDay One:

Purpose: To introduce students to the major concept of this unit—dreams; to predict and generate a list of questions for which they will seek answers in their reading of the novel.

Preparation: Write the title “The Ruined Man Who Became Rich Again through a Dream” on the board and have prepared a copy of the fable for every student. Also written on the board should be the following questions:

What would you do if you had a dream that told you where and when you will find vast treasure and wealth?

If a friend of yours told you he/she had a dream like this, what advice would you offer?

How could the dream or the reward influence your decisions?

Procedure: I. In partners, students will ask one another each of the above questions, writing each other’s answers on a sheet of paper. Afterward, call on the pairs to share with the class their responses. Closing the discussion, ask what the class’ consensus seems to be.II. Ask the students about the title on the board:

Based on this title, what do you think the story will be about? Based on this title, what questions can we generate which the story might answer?

List their questions on the board as they say them. Have one student distribute copies of the story to the class; meanwhile, call for volunteers to read the story, requiring roles for: a narrator, the Baghdadi, the Chief of Police, and Allah. After reading the story aloud, ask the students which questions of theirs the story answered, and which it did not (crossing them out, checking them off). The class will compare their responses to the initial questions with the story’s characters.III. Finally, project an image of The Alchemist’s cover on the board, articulating that they will be focusing on this text throughout the unit. Ask students to write a response in their journals (this will be titled Journal #1) to the prompt: Based on the title/cover of The Alchemist and our discussion today:

What do you think the novel is about? What questions can you generate which might be answered in the text?

IV. Tell students to hand in their journals on their way out. For homework, assign pages ix-11 of The Alchemist.

Assessment: Participation in the partner and whole-class discussions and Journal #1 will qualify as formative assessments.

LESSON PLANS

Day Two:

Purpose: To begin exploring Santiago’s personality traits by examining his relationships with other (minor) characters.

Preparation: Pass the students’ journals back and inform them they’ve been reviewed. Have picked out a few questions students posed in their journals that could have already been answered in the reading last night.

Procedure:I. Begin class by calling students up to collect their journals. Ask students what questions of theirs, if any, were answered in the reading. If this is slow-going, have picked out two or three interesting questions from their journals already (and be sure to mention the students’ names who asked them).II. Review last night’s reading. Ask the students what has happened in the book so far and record their responses on the board:

What do we know about Santiago? What do we know about the setting? What events have transpired?

III. Organize the students into groups of four. Tell them to, individually, take a minute to think of an example of how a friend’s or their own behavior changes depending on the people they’re around or the setting. Have them share their responses with their group-mates. After a few minutes, ask for a few volunteers to share. Finally, ask the groups what this might “say” about their friends, themselves, or people in general.IV. Explain that we see the many sides of people through their interactions with certain people in certain situations—it’s what makes us dynamic and unique; and that to then really know Santiago, we need to look at his relationships.IV. Ask the students to list who Santiago has spoken with so far (sheep, parents, and the merchant’s daughter) and what the setting is (fields of Andalusia). Each group member must choose one of the above characters or the setting and answer the following questions in their journals (Journal #2):

Describe Santiago’s behaviors around/reactions to the character/place. Select a quote/passage supporting your description. Explain what you think the significance of that relationship is—why does it/could it

matter now or in the future? What does Santiago want out of the relationship?V. For homework, they will read pages 11-25 and respond to the same prompts for the Gypsy fortune teller and the King of Salem.

Assessment: Involvement with their groups and the completion of Journal #2.

Day Three

LESSON PLANS

Purpose: To discuss our personal goals, how they’ve changed since childhood, and why.

Preparation: Several stacks of multi-colored post-it notes. Make six columns on the board, one for each group (numbered 1-6). Place students’ journals at their desks.

Procedure:I. Tell the students to open their books to page 18. Read aloud the quote, “…at a certain point in our lives, we lose control of what’s happening to us, and our lives become controlled by fate. That’s the world’s greatest lie.” Ask the class whether they agree or disagree with this statement.II. Arrange students into groups of four or five; give them a group number. While placing a stack of post-it notes in the middle of each group (try to get a different color for each group), ask the students: What were your childhood dreams? What did you want to be when you grow up? An astronaut? A taxi driver? A cowboy? Give students a minute or two to think and ask them each to write at least two responses, each on a separate post-it.III. Let students share what they wrote down. Tell them to ask each other:

What were your childhood dreams? Do you still have them? What propels you toward them, or drove you away from them?

IV. Instruct the groups to place their post-its on the board within their specific column. Have a representative from each group stay up front by the board. Ask each one to briefly explain their dreams and whether they have them still or not; tell them to remove the “dead dreams” from the board. After each one has spoken, have them remove the remaining post-its and return to their regular seats.V. Ask the class to paraphrase Santiago’s dream.VI. Write on one side of the board “Fortune Teller” and on the other “King of Salem.” Ask the class how their responses to Santiago’s dream were similar and different, asking that they cite specific passages. Jot their responses on the board. Finally, ask them how the fortune teller and the king’s responses differed from theirs on the first day of the unit, regarding “The Ruined Man…”VII. Assign them to read pages 25-47.

Assessment: Participation in the post-it activity and the discussion afterward.

Day Four

LESSON PLANS

Purpose: To discuss how cultural and religious prejudice functions in the novel and how they relate to achieving our dreams.

Preparation: Have prepared a painting of Saint Santiago Matamoros to project at the front of class. Draw a horizontal line on the board; on the left-most end, write “Page 25” and on the right-most, write “Page 47.” Have their journals ready to hand out.

Procedure:I. Ask the students to take a minute to review the events in their assigned section of reading. Then, call on students individually to describe something that happened; for each response, follow up by asking the student “Is this a positive or negative turn for Santiago?” Transcribe the response above the line (to some degree) for positive and below for negative. Keep calling on students for responses until most of the major events and some minor ones are up there.II. Follow up the completion of the summary by asking them, “What characters are associated with the ‘positive’ actions or thoughts and which with the ‘negative?’” Write either initials or an abbreviation of the characters’ names.III. Transition: Pull the projector screen down. Show the class the painting of Saint Santiago Matamoros, but do not tell them who it is.

A. Ask the students to take out a scrap sheet of paper. B. Then take three to five minutes to describe what they see observe about: the characters, the setting, and any symbols they recognize. Tell them to explain the significance of each criterion and to describe their overall impression of the piece. Have students share with the class their responses.

IV. Tell the students that this is the Saint Santiago Matamoros that the boy, Santiago, is reminded of during the Muslim prayer scene; explain to them who this person was, historically. Ask them, then, what they think about Santiago’s feelings toward Arabic people; if they’re pretty interested in the discussion, ask them who else Santiago felt similarly toward (the fortune teller).V. Raise the screen. Collect their activity sheets. Direct their attention to the end of the horizontal line, where there should be written something about the Arabic crystal merchant feeding Santiago so he doesn’t starve. Tell them to take out their journals and consider the quote on page 40: “I only perceive the world…” In this entry (Journal #3), tell them to: discuss what Santiago means when he says this; how it functions particularly in this section of the novel; and what it means to you.VI. Collect the journals and responses at the end of class. Tell them they don’t have any reading homework, but they will have a quiz on Part One first thing tomorrow.

Assessment: Journal #3 and the sheets with their responses to the painting qualify as their assessments.

Day Five

LESSON PLANS

Purpose: To assess their reading comprehension of the novel’s structure thus far; to present an opposing philosophy to that of the King of Salem’s, using Chapters One and Two of Candide.

Preparation: Have prepared enough copies of the quiz for every student; have made packets of Chapters One and Two of Candide, complete with the book cover; pass their journals back to their desks.

Procedure:I. Pass out the quiz face down. When all the quizzes have been distributed, tell them to turn it over and begin. After approximately five minutes (should be enough time), tell them to pass them forward. Project a Word document of the quiz at the front; go over the questions with them: re-read the questions and have the students call out the answers.II. Distribute copies of the Candide packet to the students. Tell them to circle or highlight any words or phrases they do not understand while reading. Begin by reading the title and the first paragraph aloud, and then ask the students to continue: one student reads a section, then “passes” it to the next person in their row. Continue this until the whole story is read.III. Ask the students to summarize what has taken place in the story.IV. Have them take out their books and turn to page 22 of The Alchemist; read to them to the passage: “And when you want something, all the universe conspires in helping you to achieve it.” Then, ask them what Dr. Pangloss’ philosophy is (“It is demonstrable […] that things cannot be other than as they are: for, since everything is made to serve an end, everything is necessarily for the best of ends.”).V. Recall the discussion the previous day, where they charted negative and positive events in Santiago’s life. With partners, instruct the students to list negative and positive things that happen to Candide (see activity sheet). Have pairs quickly share their responses with the class.VI. Instruct the students to stand up. Ask them whose story they find the most realistic so far, Santiago’s or Candide’s; tell them if they side with Santiago, to stand on the right side of the room and if they side with Candide, stand on the left. They cannot stay in the middle. Ask individual students to share their reasons for their choices. After several responses from each side, remark on how optimistic or pessimistic we seem to be.VII. For homework, assign pages 51-65 and write Journal #4: respond to the same prompts for the crystal merchant as they already have for the King of Salem, the fortune teller, etc.

Assessment: The quiz and activity sheets qualify as the assessments.

QuizThe Alchemist – Part One

LESSON PLANS

Directions: For questions 1-3, write your answer in the blank space provided. Each of these is worth one point. For question 4, write a short but thorough answer below the prompt. This is worth two points.

_____ 1) What did Santiago want to be before he became a shepherd? (One point)A. BakerB. FarmerC. MerchantD. Priest

_____ 2) What does the fortune teller ask for in exchange for interpreting Santiago’s dream?A. A glass of wineB. A jewel-encrusted swordC. One-tenth of his sheepD. One-tenth of his treasure

_____ 3) Why does the Melchizedek give Santiago Urim and Thummim?A. To help him read omens.B. To impress the merchant’s daughter.C. To make up for the money he lost to a thief.D. To trade in exchange for boat fare to Africa.

4) Summarize the scene where Santiago meets the crystal merchant. Describe how they met, how they help each other, and what Santiago wants out of the relationship.

Day Six

LESSON PLANS

Purpose: To reflect on the purpose of our dreams, and whether it is better to be contented with our lives or pursue larger goals.

Preparation: Two columns on the board: on one side, “Day-dreams” and on the other “Reasons.” Have several different colors of dry-erase markers/chalk. Enough “Santiago and the Crystal Merchant” activity sheets for every student.

Procedure:I. Arrange students into pairs. Ask them to respond individually to the following prompts:

Think of an example of when the thought of achieving a dream—experiences, treasures—is better than actually achieving it.

Why? What makes them better day-dreams than realities?Have them share their responses with their partners, discussing especially why it is they just like thinking about those goals/lifestyles.II. Have one person from each pair write both of their day-dreams and reasons in the respective columns. The board should be fairly full of different colors and types of responses. Remind students: do not worry about having the same responses as others—repeats are okay.III. Look for commonalities with the class. Circle frequently recurring day-dreams and reasons.IV. Compare these with the crystal merchant: have the students to open their books to pages 54 and 55. Read the crystal merchants dialogue aloud to them. Ask them:

What is his dream? Why does he not pursue it? How is this similar or different from your responses on the board?

V. Express that the crystal merchant and Santiago are vastly different, but they still teach each other new ideas and ways of life. Distribute the activity sheets; have them complete them in class.VI. Collect their activity sheets and journals to grade Journal #4. Assign pages 65-79 for homework; also, instruct students to bring in something that represents, for them, a source of wisdom—much like Santiago’s Urim and Thummim. CDs, images, books, video clips, musical compositions, choreographed dance, etc. qualify (see assignment sheet/rubric).

Assessment: Participation in the class discussion, completion of activity sheets, and Journal #4.

Day Seven

LESSON PLANS

Purpose: To compare and contrast different our sources of wisdom; to reflect on the dreams of both the Englishmen and Santiago, and how they go about seeking them; and to appreciate differences.

Preparation: Have the students’ journals at their desks. Clear the board of any unnecessary writing to stick images on it, make room in the chalk grooves for books, have an overhead projector hooked up for images and video clips, and a CD player/speakers for audio.

Procedure:I. Begin class by asking students to take out their items. Ask how many students require the projector, speakers, etc. Keep a tally on scrap paper of which devices are most necessary.II. Take volunteers first. Students should approach the front of the room and face the class. They will then:

Identify their source is (present it to the class) Describe why is it a source of wisdom for them Explain how it influences and motivates them

Afterward, they will leave their source at the front of the room (if it’s tangible). By the time everyone has shared, there should be a decent collage of things.III. Ask students to open their journals. Tell them under the entry Journal #5 to respond to the questions:

What was one source of wisdom that has little or no significance in my life? Why? What was one source of wisdom I really relate to? Why?

IV. Tell them to take out The Alchemist and read to them a passage on page 70: “Everything in life is an omen.” […] “There is a universal language, understood by everybody, but already forgotten. I am in search of that universal language, among other things.”V. Discuss with them what the “universal language” is, now that it’s been mentioned several times in the text. After a few minutes, write two columns on the board, one titled “Santiago” and the other, “The Englishman.” Ask them:

What are each character’s goals? What are their Personal Legends? What signs or omens does each mention? What are their sources of wisdom?

VI. Finally, ask them what each thinks of the other’s approach toward his Legend by the end of the chapter.VII. Collect their journals. Assign pages 79-104.

Assessment: Their presentations and Journal #5 qualify as assessments.

Day Eight

LESSON PLANS

Purpose: To appreciate the challenges and responsibilities we face in pursuing our dreams; to discuss what relationships help or hinder us in our pursuit of them.

Preparation: Have enough “Responsibilities in The Alchemist” for each student. Place their journals on top of their desks.

Procedure:I. Begin the class by introducing one of this section’s most surprising events: Santiago declaring he will marry Fatima, only after meeting her the previous day. Ask the students:

How does Fatima react to Santiago’s declaration? What does she say? In what ways is this relationship different from his crush on the merchant’s

daughter? Whatever happened to her anyway? Do you think this is how love works? Or, do you think this is how love could work?

II. Pass out the “Responsibilities…” activity sheet. For this assignment, the students must look for characters’ responsibilities to certain people and certain ideals at this point in the novel and what that relationship suggests about their purpose in life. They must also find support from the text. They will be looking at: the crystal merchant, the Englishman, Fatima, the camel driver, and the tribal chiefs. Then answer:

What kinds of relationships do you see here? To family? To community? Who has the most responsibility of this list?

III. Work through one of the characters with the students, using a transparency copy of the activity sheet.IV. Let the students continue on their own. If they finish and there’s time, ask students to share their responses, filling in the transparency copy with their responses.V. For homework, tell students to finish the “Responsibilities…” sheet and read pages 104-127.

Assessment: The class discussion and “Responsibilities…” activity sheet qualify as assessments.

Day Nine

LESSON PLANS

Purpose: To look closer at the practice of alchemy: what it is and how it is represented in the text, through the alchemist and Santiago’s relationship; and to relate the aims of alchemy to Santiago’s Personal Legend.

Preparation: Have blank sheets of paper for each student and boxes of colored pencils; have several images of paintings of alchemy and alchemists from The Alchemy Website (http://www.alchemywebsite.com/alchemy_laboratories_paintings.html).

Procedure:I. Review with the class their now-finished “Responsibilities…” sheets, if they didn’t have enough time the previous class.II. Give each student a blank sheet of paper; tell them they can share boxes of colored pencils. Read pages 109-112—this is Santiago’s first encounter with the alchemist— aloud to the students. Before reading, ask them to focus especially on the description of the scene, both characters’ appearances, postures, gestures, etc. After reading the passage, have students draw a moment from the scene: the alchemist riding up from a distance, his sword point touching Santiago’s forehead, etc.III. Have the students, with masking tape or magnets, tag their pictures in one giant collage on the board. Ask them:

What kind of a man do we envision the alchemist being? How might we describe him based on our pictures?

IV. Have the students return to their seats. Show them, with the projector, several antiquated paintings and engravings of alchemists and alchemy. Ask them:

What major differences do you see between the novel’s alchemist and these men? Does the novel’s alchemist look like a man of rocks, minerals, and distilling flasks?

V. Explain the basic tenants of alchemy, as according to the Englishman on pages 80-82. Read to the students another passage, this time from the top of page 125. Then, ask them:

Why did the alchemist choose to take Santiago on a journey, not the Englishman? Why does the alchemist believe he is a better “candidate?”

What does the alchemist mean when he says other alchemists were “only looking for gold?”

VI. Tell the students they will have a quiz tomorrow from the beginning of Part Two up until where they’re at today. No reading for homework.

Assessment: The students’ drawings and discussions in class.

Day Ten

LESSON PLANS

Purpose: To examine the value placed on dreams, omens, and signs; to question what signs we’re ever given that we’re heading in “the right direction.”

Preparation: Have quizzes prepared for every student. Have packets of “Joseph and the Pharaoh’s Dream” (Genesis 41) for every student.

Procedure:I. Like the first quiz, pass them out face-down. After they all finish and hand them in, review the answers by projecting a Word document of the quiz at the front of the class.II. Pass out packets of “Joseph…” Reading the story aloud, one student should read one verse, and then the student next in line reads the following, and so on. Afterward, ask them:

How does Santiago’s story parallel Joseph’s? What does it suggest about Santiago that the tribal chief likens him to Joseph?

III. Ask the students: Are we very skeptical today about prophets? About dream interpreters? Do we assign value to signs and omens, like Santiago, the alchemist, and the tribal

leaders? What do we call signs and omens today?

IV. In their journals (Journal #6), have them write about: Besides superstitions, when have you interpreted a moment as a “sign” or an

“omen” and followed it? Was the outcome positive or negative? Do you put any faith into similar events that have occurred after it?

V. Collect their journals. Assign pages 127-167 for homework.

Assessment: The quizzes, discussion, and journal qualify as assessments.

QuizThe Alchemist – Part Two (51-127)

LESSON PLANS

Directions: For questions 1-5, write your answer in the blank space provided. Each of these is worth one point. For question 6, write a short by thorough answer to the prompt. This question is worth three points.

_____ 1) The crystal merchant tells Santiago, “‘The Prophet gave us the Koran and left us just five obligations to satisfy during our lives’“ (54). What is the fifth obligation, which the merchant desires never to complete?A. To be charitable to the poor.B. To fast during Ramadan.C. To go on a pilgrimage to Mecca.D. To pray five times a day.

_____ 2) What initiates the conversation between Santiago and the Englishman on their way to Al-Fayoum?A. The Englishman recognizes the book Santiago is reading.B. Santiago spies alchemy tools in the Englishman’s satchel.C. The Englishman sees Santiago playing with Urim and Thummim.D. Santiago thought the Englishman looked pleasant and approachable.

_____ 3) What is the “fascinating property” (81) of the Philosopher’s Stone?A. A sliver melted with any metal can transform it all into gold.B. It can cure all illnesses.C. It leads them toward an understanding of the Soul of the World.D. There is no special property about it—it’s just a stone.

_____ 4) What does Santiago interpret as an omen of the war reaching the oasis?A. A falling star.B. A snake slithering into its den.C. The silhouette of a rider in the distance.D. Two hawks in flight; one attacks the other.

_____ 5) To whom does the tribal chief compare Santiago?A. Abraham.B. Joseph.C. Melchizedek.D. The Englishman.

6) Coelho writes on page 122, “The boy was no longer at the oasis, and the oasis would never again have the same it had had only yesterday.” Explain how the desert and the oasis changes for Fatima after Santiago departs for the pyramids with the alchemist. You may continue your response on the back of this sheet.

Day Eleven

LESSON PLANS

Purpose: To examine how Santiago’s dream is finally realized; to describe the means by which it is realized as literary devices, specifically personification and deus ex machina; to relate the story back to “The Ruined Man…” and compare the treasures each man finds; and to reflect on our reading experiences of the novel as a whole.

Preparation: Definitions for personification and deus ex machina prepared to be written on the board.

Procedure:I. Review with the class what happened in this section (it was a large section, after all).II. Discuss how, as the King of Salem predicted, the universe conspired to achieve his goal using personification and deus ex machina. Look at the following elements:

A. Personification of the heart and the elements.1. Why do these things talk in the first place?2. What do they lead Santiago to?

B. The alchemist leaving the monk with an extra piece of gold.C. The thief’s story of his own dream.

III. Reintroduce students to the story they read at the beginning of the unit, “The Ruined Man…” Compare the two, now that they’ve finished the entire book.III. The stories, we find, are essentially the same. Ask them:

So why should we read The Alchemist if we get essentially the same story? What does Santiago gain—besides treasure—which the Baghdadi does not? (Tell

them to review the novel as a whole: we’ll be exploring the major events in depth the following class).

IV. Reflect on our reading experiences: what do you think of the novel as a whole? Now that we’ve finished it, what do you like about it? Dislike? What aspects of it are you still curious about? Would you recommend it to anyone? Can you see why it’s been so widely translated and sold so many copies?V. Remind the students they must still bring their books to class every day.

Assessment: The class’ discussion qualifies as the assessment.

Day Twelve

LESSON PLANS

Purpose: To create a map of Santiago’s journey and visual representations of its major events; and, subsequently, to lead into the formative and summative assessments, both of which rely heavily on a holistic understanding of the text.

Preparation: Stack of 8 ½ x 11 sheets of paper; crayons, colored pencils, markers, pencils, pens; magnets/tacks/clips; and expo markers.

Procedure:I. Tell the students they will be working together to retell Santiago’s journey visually to review:

Major characters—their introductions and departures Major events—the ones we find meaningful to Santiago or to ourselves Memorable scenes—those that stick out the most in our minds, for whatever reason.

II. Address group organization and instructions.A. Divide the students into six groups (approximately five students in each).B. Assign each group a range of pages (Group 1: 3-25; Group 2: 25-47, Group 3: 51-79; and so on).C. Articulate the assignment:

Each group will look through their assigned pages and discuss them major occurrences within them.

Each member must pick out a scene to illustrate; no two members may have the same scene.

Below each illustration, the student must copy the passage from which it is derived.

D. Remind students of the day they drew their interpretations of the alchemist—this can serve as a model for them.E. Most importantly: encourage them to have fun, make use of the resources available, and get creative with the assignment—each piece will be a contribution to a whole-class project, so they should put forth effort in their work, even if they’re not talented artists.F. Further instructions will be given afterward.

III. Give the students the rest of the period to work.IV. Have them write their names on the backs of their illustrations and collect them at the end of the hour.

Assessment: Students’ engagement with the activity—working effectively in groups, selecting a particular scene, and illustrating that scene—qualifies as an assessment, even though not every student will have made the same progress.

Day Thirteen

LESSON PLANS

Purpose: As this is a continuation of Day Twelve, the purposes remain the same; however, there is one addition: to reflect on which parts of the story we have privileged or left out, and to reflect on what this suggests about our reading of the novel.

Preparation: Illustrations from last time; resources from last time; a long sheet of poster paper; and a map of the Mediterranean ready to project, one which displays both Spain and West Africa.

Procedure:I. Have students continue working on their illustrations (those who haven’t finished) with the same resources as they had the previous day.II. For the students who are done, they should begin drawing a map of Santiago’s journey on the long roll of poster paper.

A. Project a map of the area at the front of the room.B. Students should then search the text (if they don’t know already) for the major locations Santiago stops at and crosses through. These must be labeled.C. They should also be encouraged to illustrate the water, sand, mountainous regions, etc.

III. After the illustrations and the map are finished, the students must hang the map on the wall/corkboard and then paste/tape/tack their illustrations close to the regions in which they occurred.IV. Discuss as a whole class why students chose certain scenes, what scenes they felt were left out, and whether these were crucial or not.V. Leave each period’s map mounted up.

Assessment: The students’ finished illustrations, collective design of the map, the placement of the illustrations on the map correctly, and the discussion thereafter qualify as the period’s assessments.

Day Fourteen

LESSON PLANS

Purpose: To discuss the believability of the characters’ philosophies and the “bold” claims they make.

Preparation: Have a package of 3x5 note cards for each class; a reasonably-sized container for the cards—a hat, brown bag, something of that sort; more magnets/tape/tacks; copies of the formative assessment for every student.

Procedure:I. Reintroduce students to the quote “And, when you want something, all the universe conspires in helping you to achieve it” (22).

A. Ask the students: do you agree with this statement?B. Instruct those who agree with it to stand on one side of the room and those who disagree on the other—no students may occupy the middle.C. Call on multiple students from each side to explain their decisions.

II. Organize the students into groups of four or five. Give each group several note cards.A. Ask them to take out their books and to search for three to four quotes, like the one they just discussed.B. Tell them to write each one, with the page number, on a note card.C. Once a group finishes, come around with the container and have them deposit their note cards inside it.

III. After every group has placed their cards in the hat, walk around to each group and have one member draw a random card from the container.

A. Among themselves, each group should take a few minutes to read their card aloud and discuss whether they agree or disagree with the quote and why.B. Have each group present to the class their quote and opinions.C. After one group finishes discussing their quote, ask the members: Where would you put this on our map (referring to the map with illustrations)? One student should stick/tape/tack the note card on the map in the appropriate place.

IV. Handout the “That’s a Bold Statement” assignment sheet. Explain it to the class. Take questions. It is due on Day 16. Allow them to begin brainstorming until the end of class.

Assessment: Students’ participation within their groups and in the whole-class discussion both qualify as assessments.

Day Fifteen

LESSON PLANS

Purpose: To explore the significance of the story of Narcissus in relation to The Alchemist; to discuss how we define vanity—in the context of both texts and in our lives; and to continue working on the formative assessment in class.

Preparation: Copies of Ovid’s story of Narcissus and Echo; a projection of words synonymous to vanity in the thesaurus.

Procedure:I. Ask the whole class for a definition of vanity: Ask them, to reiterate:

What does it mean to be vain? Is vanity a good or bad quality?

II. Project the thesaurus entry for vanity. Draw a horizontal line on the board: on the far-left end, write “Negative,” on the far-right, “Positive,” and in the middle, “Vanity.”

A. Go through each synonym with the students: ask them where each would lie on the continuum and why they placed it there.B. Encourage the students to copy the finished continuum down for future reference.

III. Hand out the Narcissus packets to the students.A. Instruct the students to read the story aloud: one student will read a paragraph, and then the next person in the row will continue, and so on.B. Afterward, call on students to recount what happened; because of the language in the story, this will take some guidance.

IV. Discuss as a whole class how their unpacking of vanity relates to Narcissus and Echo.V. Finally, re-read the prologue to The Alchemist. Have students respond in their journals (Journal #7) to the prompt: Why would Coelho begin The Alchemist with this story? What instances of vanity do Santiago or other characters display? They may take the rest of class to do this, else it is homework.

Assessment: The class discussions, reading of the story of Narcissus and Echo, and journal entries qualify as assessments.

Day Sixteen

LESSON PLANS

Purpose: To continue our discussion of vanity by exploring its Biblical use (Ecclesiastes 1); to differentiate the word in this context with its use in the story of Narcissus; and to turn in the “That’s a Bold Statement” assignment.

Preparation: Copies of Ecclesiastes 1; dictionaries readily available; and copies of the summative assessment.

Procedure:I. Begin class by having students turn in their “That’s a Bold Statement” short essays. Ask them how they liked writing them, what challenges they encountered, etc.II. Have the students take out their journals and open up to yesterday’s entry.

A. Call on individual students for examples of vanity they found; ask them why feel they exemplify vanity, in some way.B. After several students have responded, ask the whole class: Do we all appear divided on our perceptions of vanity in the novel? Is it often a good quality, or a bad quality?

III. Tell students to take out their books and turn to page 33. A. Read aloud the quote: “He looked to the skies, feeling a bit abashed, and said, ‘I know it’s the vanity of vanities, as you said, my Lord. But an old king sometimes has to take some pride in himself’” (33).B. Ask students if any of them are familiar with the allusion here; if so, allow him/her to explain.

IV. Pass out the copies of Ecclesiastes 1.A. Organize students into groups based on verses: Group 1: 1-4, Group 2: 5-8, Group 3: 9-11, Group 4: 12-15, and Group 5: 16-18.B. Have each group construct paraphrases of their lines: that is, rewrite them in modern language. Encourage them to use dictionaries to look up words they don’t know.C. Have each group read their translations to the whole class.

V. Discuss: How vanity in this sense differs from that of Narcissus. What the King of Salem (Melchizedek) meant in the quoted passage. Whether or not Santiago would agree with “the words of the Preacher” and why.

VI. Handout the Summative Assessment. Explain the instructions and rubric. Take questions. Tell them they will be presenting their essays to the class on the due date of the final draft. Inform them peer review will take place on Day 19 and it is due on Day 20.

Assessment: The journal entries, class discussion, and paraphrasing activity qualify as assessments.

Day Seventeen

LESSON PLANS

Purpose: To look closely at the descriptions and roles of women in The Alchemist, in particular, the merchant’s daughter and Fatima; and to question why Coelho places them in such subservient, underdeveloped positions, as opposed to Santiago.

Preparation: Copies of Sandra Cisneros’ “His Story.”

Procedure:I. Begin by writing at the top of the board: “Women in The Alchemist.” II. Ask the students to name the female characters within the novel (there are only three, really: the merchant’s daughter, the fortune teller, and Fatima).

As they name them, write their names horizontally beneath the title. Draw lines between each name to separate them into columns.\

III. Divide students into pairs and tell them to share one piece of lined paper between them.A. Tell them to review the scenes in which these characters either speak or are spoken about by Santiago or other male characters.B. For each female character, explain:

How she is described by the male characters. How you would personally describe her. Whether or not she is seeking her own Personal Legend.

C. Each pair must write their responses to these prompts on their paper, put their names on it, and turn it in at the end of class.

IV. Begin asking pairs for their responses and write their descriptions in the respective columns.V. Afterward, ask students:

What similarities do we see between the characters? What differences exist between them?

VI. Distribute copies of Sandra Cisneros’ “His Story.”A. Have one student read the poem aloud.B. Ask the students to summarize the poem—who is the persona and what is her story.C. Tell the pairs of students to answer the same questions about the persona as they did of the women in The Alchemist.

VII. Ask the whole class: How does Cisneros’ poem change our perception of women in The Alchemist? Why do you think the author, Coelho, portrays them as he does?

VIII. Have students turn in their response sheets. Tell the students to bring their essay drafts to class tomorrow: if they’re typing their drafts, bring them on a flash drive; if they’re hand-writing them, bring in their notes and papers.

Assessment: The pairs’ response sheets and class discussions qualify as assessments.

Day Eighteen

LESSON PLANS

Purpose: To allow the students’ class-time to work on their essays; and to check in on their progress.

Preparation: If school-owned laptops are unavailable, have received permission to use the media center for the full period, for those students who are in the process of typing their draft.

Procedure:I. Before letting them set about their work, ask the students about their progress thus far.

A. Remind them: this class period is reserved for writing their drafts only. All other work besides their essays will not be allowed.B. Tell them if they are finished already, or will finish by the end of the hour, they may print in the media center.

II. Devote the rest of the class period to working on their drafts.III. At the end of the period, remind them that they are peer-reviewing and revising tomorrow, so if they do not print here, they must either at home or early tomorrow morning on campus before class.

Assessment: Students’ consistent attention to their drafts qualifies as their assessment.

Day Nineteen

LESSON PLANS

Purpose: To peer-review their essay drafts; to monitor their progress; and to allow them class time to revise and/or finalize their drafts.

Preparation: Students must have their drafts with them by the time they enter the classroom.

Procedure:I. Organize students into groups of four.II. Explain the peer-review process.

A. They must be seated in a circle; they will all pass their papers to the person to their right.B. They all read their partners’ papers silently.C. At the end of the paper or on the back of the last page, tell them to write a “Say Back,” which is a summary, in their own words, of the essay. Then, tell them to write:

Two positive comments. One piece of constructive criticism (based on the rubric). One question they have about the topic.

D. After each member has finished their comments, they will send their papers to the right again. By the end of the process, each essay should have been reviewed by three group members.E. The students will then review the comments made on their works and freely discuss with their group members what they wrote.

III. During the groups’ discussions, monitor the students’ interactions and confer with individual students about any immediate concerns they have.IV. Ask the students, as a whole-class, for feedback: What did they like/dislike about this style of peer-review?V. Remind them that their final drafts are next class.

Assessment: The students’ rough drafts and interactions during peer-review and after qualify as the assessments.

Day Twenty

LESSON PLANS

Purpose: To present their final drafts to the whole class; to appreciate the variety of responses among students to the same novel; to reflect on our experiences during this unit.

Preparation: Arrange the desks in the classroom in a circle.

Procedure:I. Ask the students to take out their finals drafts.II. Begin essay presentations.

A. Starting with one student and moving either left or right, ask them to tell the class in one-to-two minutes:

What topic they wrote about—one they chose from the handout or on their own.

Offer a brief summary of your essay—the main ideas and how you integrated the text into them.

Whether they learned something new about themselves during this process.B. After each student has spoken, call for applause and then have them pass their papers in.

III. Reflect on the unit as a whole. Ask the students; What parts of The Alchemist and the other texts they liked or disliked and

why. How the unit made them rethink their personal goals, sources of wisdom,

and their relationships. What their favorite lessons/days were.

Assessment: The students’ final drafts and sharing of their topics qualify as the assessments.