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Activity Pack
The Alchemist
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P
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Copyright © 2008 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com Permission to use this unit for
classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale.
ISBN-13 978-1-60389-188-2 Item No. 302731
Written by Ashley Watson
Table of Contents
Pre-Reading
Personal Calling................................................................................................................................4
Prologue
Metaphor..........................................................................................................................................8
Part One
Point of View....................................................................................................................................10
Character Interview..........................................................................................................................14
Theme Motif.....................................................................................................................................16
Extended Metaphor..........................................................................................................................20
Dialogue............................................................................................................................................22
Found Poem.....................................................................................................................................26
Plot Development.............................................................................................................................28
Exploring Beliefs...............................................................................................................................30
Resumé Writing................................................................................................................................32
Language Game................................................................................................................................36
Crossword Challenge........................................................................................................................38
Foreshadowing.................................................................................................................................40
Part Two
Imagery Chart...................................................................................................................................44
Resumé Completion.........................................................................................................................48
Performing a Skit..............................................................................................................................50
Parts One and Two
Personification..................................................................................................................................52
Understanding Omens......................................................................................................................56
Epilogue
Writing a Sequel................................................................................................................................58
Wrap-Up
Literary Devices................................................................................................................................62
Book Review.....................................................................................................................................66
Jeopardy Game..................................................................................................................................70
Movie Poster.....................................................................................................................................72
© Copyright 2008, Prestwick House, Inc.
2
Appendices
Terms and Definitions.......................................................................................................................74
Dramatization of Scenes in the Novel...............................................................................................77
Directions for Interviews..................................................................................................................78
Writing Poems..................................................................................................................................79
Small Group Learning.......................................................................................................................81
Procedures for Small Group Work....................................................................................................83
Small Group Evaluation Sheet..........................................................................................................84
Student Roles in Group Discussions.................................................................................................85
All references come from the Harper Collins edition of The Alchemist, published 1993.
3
© Copyright 2008, Prestwick House, Inc.
Teacher’s Page The Alchemist
Pre-Reading
Personal Calling
Objective:
Making early connections with the book
Activity
Read Paulo Coelho’s Introduction to The Alchemist. Think about how Coelho attributes the book’s success to
an awareness of his “personal calling” and the ability to overcome the four major obstacles he outlines.
List some of your personal dreams or goals in the first column of the following chart. They should not all
be about strictly work or careersIn the box next to each life goal, list any obstacles that could stand in your
way. Don’t worry if some overlap with Coelho’s, but try to list as many others as you can. For instance, you
might share Coelho’s fourth obstacle, which is the fear of realizing your dreams, but you may also have
more specific ones. We have supplied one example of what yours might look like.
Note to the Teacher: Answers will vary. Encourage students to be creative in their answers.
After making your list of goals and obstacles, choose the goal that means the most to you and consider
it your personal calling for the next part of the activity. Next, form small groups and share your calling,
revealing what you listed in column two. Then highlight or circle the obstacles that you share with your
classmates, even if you have a different calling. As a group, answer and discuss the following questions:
1.Why do you think others share some of your obstacles, even though your calling may be different?
What reason do you think Coelho would give for the similarities?
2.In addition to overcoming our obstacles, Coelho argues that we must first have an awareness of our
personal calling in order to fulfill it. Do you think that connecting with your peers has increased your
awareness? Why or why not?
3.Try to predict some of the major themes from reading just the introduction. How do you think the
author will present his ideas through the storyline?
4.What is the secret to life, according to Coelho? Given the book’s vast popularity, do you think reading
it will change your views on life?
Note to the Teacher: This activity will be useful in conjunction with the Theme and Characterization activity at
the end of Part One, which has a discussion question on the main character’s search for the treasure and some
of his setbacks. If you plan to use that activity as well, focus on question number three in this activity to help
spark interest in the book and to encourage students to continue making connections to the story. They should
begin to see that the book has practical lessons that could help them understand the importance of literature in
their personal development.
© Copyright 2008, Prestwick House, Inc.
T-4
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Pre-Reading
Personal Calling
Objective:
Making early connections with the book
Activity
Read Paulo Coelho’s Introduction to The Alchemist. Think about how Coelho attributes the book’s success to
an awareness of his “personal calling” and the ability to overcome the four major obstacles he outlines.
List some of your personal dreams or goals in the first column of the following chart. They should not all
be about strictly work or careersIn the box next to each life goal, list any obstacles that could stand in your
way. Don’t worry if some overlap with Coelho’s, but try to list as many others as you can. For instance, you
might share Coelho’s fourth obstacle, which is the fear of realizing your dreams, but you may also have
more specific ones. We have supplied one example of what yours might look like.
After making your list of goals and obstacles, choose the goal that means the most to you and consider
it your personal calling for the next part of the activity. Next, form small groups and share your calling,
revealing what you listed in column two. Then highlight or circle the obstacles that you share with your
classmates, even if you have a different calling. As a group, answer and discuss the following questions:
1.Why do you think others share some of your obstacles, even though your calling may be different?
What reason do you think Coelho would give for the similarities?
____________________________________________________________________________________
____________________________________________________________________________________
2.In addition to overcoming our obstacles, Coelho argues that we must first have an awareness of our
personal calling in order to fulfill it. Do you think that connecting with your peers has increased your
awareness? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
3.Try to predict some of the major themes from reading just the introduction. How do you think the
author will present his ideas through the storyline?
____________________________________________________________________________________
____________________________________________________________________________________
4.What is the secret to life, according to Coelho? Given the book’s vast popularity, do you think reading
it will change your views on life?
____________________________________________________________________________________
____________________________________________________________________________________
S-5
Reproducible Student Worksheet
Teacher’s Page The Alchemist
GOALS CHART
Life Goals
Obstacles
to become a musician
not having enough time to practice; lack of money or support from family
and friends, etc.
to travel the world
lack of money; not enough time off; fear of flying
to become a football star
poor grades in high school; parents’ dissention; fear of injury
to become a neurosurgeon
many years of schooling; lack of money; sight of blood
to become a lawyer
fear of public speaking; long hours; stressful occupation
© Copyright 2008, Prestwick House, Inc.
T-6
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
GOALS CHART
Life Goals
Obstacles
to become a musician
not having enough time to practice; lack of money or support from family
and friends, etc.
S-7
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Prologue
Metaphor
Objective:
Introducing metaphor
Activity
Note to the Teacher: The Terms and Definitions Appendix lists more specific definitions and an example for most
literary terms listed in this Activity pack.
A metaphor is a common literary term used to describe something with a symbolic rather than a literal meaning.
Greek myths are good examples of stories that use extended metaphor to focus on the meaning behind the
actual story. Read the Prologue about the legend of Narcissus and answer the following questions:
• If you consider the character of Narcissus a metaphor for vanity, what lessons can be taken from this
ancient myth?
• Does the altered ending change the meaning of the metaphor? Why or why not?
• Which version do you think is more effective in presenting its message to the reader? Explain why.
Next, write your own version of the legend of Narcissus. You can make up new characters, use personification,
or change the setting to the present day, but you must include the concept of Narcissus as the main metaphor
for vanity. Try to see if you can alter the ending enough so that it adds a new lesson, or at least a variation on
the lessons about vanity. You must also include a title that does not include Narcissus or vanity.
Note to the Teacher: This activity can be altered to be more or less difficult. You can challenge students to not
include a body of water or a mirror, so that they must use some other way to represent vanity. You could also
give them the opportunity to keep the original setting, etc., but change what happens to the main character;
for example, he freezes to death or turns to stone, etc. There are actually many versions of this myth, and you
could also ask students why they think so many exist, leading them into a discussion about how literary devices
are used to convey the author’s message. You may want to define personification, or you could also use this
opportunity to increase their vocabulary by pointing out how this myth is the source of the term “narcissism.”
Because The Alchemist includes many metaphors, this activity will prepare students for noticing the themes
throughout the book, some of which are more difficult to determine than others.
© Copyright 2008, Prestwick House, Inc.
T-8
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Prologue
Metaphor
Objective:
Introducing metaphor
Activity
A metaphor is a common literary term used to describe something with a symbolic rather than a literal meaning.
Greek myths are good examples of stories that use extended metaphor to focus on the meaning behind the
actual story. Read the Prologue about the legend of Narcissus and answer the following questions:
• If you consider the character of Narcissus a metaphor for vanity, what lessons can be taken from this
ancient myth?
• Does the altered ending change the meaning of the metaphor? Why or why not?
• Which version do you think is more effective in presenting its message to the reader? Explain why.
Next, write your own version of the legend of Narcissus. You can make up new characters, use personification,
or change the setting to the present day, but you must include the concept of Narcissus as the main metaphor
for vanity. Try to see if you can alter the ending enough so that it adds a new lesson, or at least a variation on
the lessons about vanity. You must also include a title that does not include Narcissus or vanity.
S-9
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Point of View
Objectives:
Introducing point of view
Recognizing how point of view determines perceptions
Activity
Point of view is determined by the perspective of the person narrating the story. When we discuss point of
view, we refer to three basic narratives: first-person, third-person omniscient, and third-person limited.
In a first-person narrative, we are receiving the impressions of only one of the characters, and they will be
colored by his or her age, gender, beliefs, and so on. The third-person omniscient point of view allows us
into various characters’ thoughts. A third-person limited narrator can show us what is happening to the
other characters, but we are limited to the basic facts. First-person narratives are always limited.
The following passage is taken from the beginning pages of The Alchemist. Read the quote to see if you can
detect the point of view used in the early stages of the narrative.
He swept the floor with his jacket and lay down, using the book he had just finished reading as a pillow. He told
himself that he would have to start reading thicker books: they lasted longer, and made more comfortable pillows.
This passage is an example of third-person omniscient narration. It may be “limited omniscient,” but this
determination needs to be made after more is read.
Once you have assessed from what point of view the story is told, consider it from a different perspective.
You’d certainly have a different concept of a crime novel if the story were told by the police, by the victim,
or by the criminal. A reader’s perception of a character can be influenced by the way the story is narrated.
To demonstrate this, read the small section near the beginning of the book when the boy meets the
merchant’s daughter for the first time. Write it as if he would have related the story himself; for example, “
a girl’s voice behind me.” You may add descriptive details or remove some, but remain true to the sequence
of events, and use other characters’ quotes as they appear.
You must replace what you take out and stay true to the original punctuation as much as you can. Remember
to use “I” when the boy is speaking directly, and quote the other characters just like the book’s quotes.
© Copyright 2008, Prestwick House, Inc.
T - 10
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Point of View
Objectives:
Introducing point of view
Recognizing how point of view determines perceptions
Activity
Point of view is determined by the perspective of the person narrating the story. When we discuss point of
view, we refer to three basic narratives: first-person, third-person omniscient, and third-person limited.
In a first-person narrative, we are receiving the impressions of only one of the characters, and they will be
colored by his or her age, gender, beliefs, and so on. The third-person omniscient point of view allows us
into various characters’ thoughts. A third-person limited narrator can show us what is happening to the
other characters, but we are limited to the basic facts. First-person narratives are always limited.
The following passage is taken from the beginning pages of The Alchemist. Read the quote to see if you can
detect the point of view used in the early stages of the narrative.
He swept the floor with his jacket and lay down, using the book he had just finished reading as a pillow. He told
himself that he would have to start reading thicker books: they lasted longer, and made more comfortable pillows.
This passage is an example of third-person omniscient narration. It may be “limited omniscient,” but this
determination needs to be made after more is read.
Once you have assessed from what point of view the story is told, consider it from a different perspective.
You’d certainly have a different concept of a crime novel if the story were told by the police, by the victim,
or by the criminal. A reader’s perception of a character can be influenced by the way the story is narrated.
To demonstrate this, read the small section near the beginning of the book when the boy meets the
merchant’s daughter for the first time. Write it as if he would have related the story himself; for example, “
a girl’s voice behind me.” You may add descriptive details or remove some, but remain true to the sequence
of events, and use other characters’ quotes as they appear.
You must replace what you take out and stay true to the original punctuation as much as you can. Remember
to use “I” when the boy is speaking directly, and quote the other characters just like the book’s quotes.
S - 11
Reproducible Student Worksheet
Teacher’s Page The Alchemist
When you are finished, pair off with someone and trade your writing. After you’ve read your partner’s work,
answer the following questions:
1. Did you have any of the same changes? What was different about the other version?
2. Do you feel as if you know more about the boy after reading your partner’s version?
3. Did your opinion of the boy change? Why or why not?
4. Did your partner include more details? If so, did they change the story significantly?
5. Which version of the story do you prefer, third-person or first-person? Why?
Note to the Teacher: Depending on students’ knowledge and practice with point of view, you may need to give
them more guidance on this activity. You could use examples from books more familiar to them to help them
define different points of view, or you could brainstorm together on how to change the point of view, using smaller
passages from the book. Most passages will translate easily. For this activity, students must all use the same
passage, even if you assign a different one, because their comparisons will not be as effective in demonstrating
how point of view works. This activity also fits nicely with the following one, in which students are asked to
interview the boy.
© Copyright 2008, Prestwick House, Inc.
T - 12
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
When you are finished, pair off with someone and trade your writing. After you’ve read your partner’s work,
answer the following questions:
1. Did you have any of the same changes? What was different about the other version?
____________________________________________________________________________________
____________________________________________________________________________________
2. Do you feel as if you know more about the boy after reading your partner’s version?
____________________________________________________________________________________
____________________________________________________________________________________
3. Did your opinion of the boy change? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
4. Did your partner include more details? If so, did they change the story significantly?
____________________________________________________________________________________
____________________________________________________________________________________
5. Which version of the story do you prefer, third-person or first-person? Why?
____________________________________________________________________________________
____________________________________________________________________________________
S - 13
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Character Interview
Objectives:
Interviewing the main character
Developing analytical skills through inference
Activity
In the story, Santiago’s thoughts and feelings are provided through a narrator instead of the boy’s own
perspective. Only a chance to speak to Santiago himself would give you a more accurate description of his
thoughts and feelings.
You are a struggling television talk-show host whose program is in danger of being canceled unless you can
get your ratings up. You’ve been given the chance to interview the main character in the “international bestselling book,” The Alchemist, by Paulo Coelho. The character is Santiago, and he’s a shepherd from Spain.
The only problem is that you don’t know anything about shepherds, Coehlo, or Spain, so you will need to do
a little research before the interview. You will also need to write a list of questions so that you have an arsenal
of tough questions that will get the most revealing information for your voyeuristic audience.
Remember, you are a daytime TV talk-show host. You’ll have to dig up some dirt on the shepherd boy to
maintain your viewers’ continued support. Don’t be afraid to ask questions that will create controversy.
The public suspects some shady transactions in Santiago’s wool business.
Form small groups. Each group will compile a list of about a dozen questions for the interview. Avoid “Yes”
and “No” type questions. Choose one person to be the host, whose job is to simply call on the questioner
and maintain the proper order during the show, and one person to be Santiago. This is Santiago’s chance
to defend himself and provide his point of view, so the person portraying him needs to be familiar enough
with the book to answer any questions that are asked during the interview. You will turn in your questions
to the teacher to make sure they are appropriate, answerable, and varied. The teacher will redistribute your
questions throughout the groups, and the “Santiagos” will be given the opportunities to answer them.
Re-group as a class and take turns interviewing Santiago. The rest of the class will serve as the audience
during each group’s session. If you are an audience member, make sure to avoid profanity since this is
network television. An example of a possible first question is provided for you.
What is the truth about the rumor that you are charging too much for your wool in Tarifa?
Note to the Teacher: About a five to ten-minute Q/A session would be sufficient for each small group to get the
questions answered. Because the book doesn’t have chapters, this may be an activity you could do within the first
half of Part One, but you will have to pay attention to the questions. Obviously, the most difficult challenge in
this activity is picking the students who are portraying Santiago. If that proves difficult, consider allowing these
people to see the questions beforehand, so answers can be formulated. Also, make sure students understand that
the answers they provide are inferences (i.e., what they think Santiago would say) based on what they’ve read
so far. This will help them develop analytical skills in a more informal venue.
© Copyright 2008, Prestwick House, Inc.
T - 14
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Character Interview
Objectives:
Interviewing the main character
Developing analytical skills through inference
Activity
In the story, Santiago’s thoughts and feelings are provided through a narrator instead of the boy’s own
perspective. Only a chance to speak to Santiago himself would give you a more accurate description of his
thoughts and feelings.
You are a struggling television talk-show host whose program is in danger of being canceled unless you can
get your ratings up. You’ve been given the chance to interview the main character in the “international bestselling book,” The Alchemist, by Paulo Coelho. The character is Santiago, and he’s a shepherd from Spain.
The only problem is that you don’t know anything about shepherds, Coehlo, or Spain, so you will need to do
a little research before the interview. You will also need to write a list of questions so that you have an arsenal
of tough questions that will get the most revealing information for your voyeuristic audience.
Remember, you are a daytime TV talk-show host. You’ll have to dig up some dirt on the shepherd boy to
maintain your viewers’ continued support. Don’t be afraid to ask questions that will create controversy.
The public suspects some shady transactions in Santiago’s wool business.
Form small groups. Each group will compile a list of about a dozen questions for the interview. Avoid “Yes”
and “No” type questions. Choose one person to be the host, whose job is to simply call on the questioner
and maintain the proper order during the show, and one person to be Santiago. This is Santiago’s chance
to defend himself and provide his point of view, so the person portraying him needs to be familiar enough
with the book to answer any questions that are asked during the interview. You will turn in your questions
to the teacher to make sure they are appropriate, answerable, and varied. The teacher will redistribute your
questions throughout the groups, and the “Santiagos” will be given the opportunities to answer them.
Re-group as a class and take turns interviewing Santiago. The rest of the class will serve as the audience
during each group’s session. If you are an audience member, make sure to avoid profanity since this is
network television. An example of a possible first question is provided for you.
What is the truth about the rumor that you are charging too much for your wool in Tarifa?
S - 15
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Theme/Motif
Objective:
Recognizing themes through character development
Activity
Characterization is partially revealed by the expression of a character’s views or attitude through his or her
actions, thoughts, or comments. By the end of Part One, it is apparent that some of these views or ideas
recur and begin to emerge as recognizable themes or motifs. Characterization is only one method writers
use to present a theme, but it is an effective way to get a message across and add depth to the characters.
For this activity, you will consider how two of the main characters help convey Coelho’s major ideas.
Before looking at the quotes from The Alchemist that follow, brainstorm (as a class or in small groups) to
come up with some possible themes for the book. Think about what has happened to the boy, and how he
reacts to the events in his search for the treasure. Have someone in your group write these down so that
you have a record of your ideas. Here are some examples of general themes and concepts in literature to
get you started; these may or may not relate to The Alchemist. You will need to come up with some more
possible literary themes and motifs, in addition to those listed here.
• Human influence is greater than natural forces (or vice-versa).
• Death and rebirth are part of a cycle.
• Love can conquer all.
Other possibilities:
• Persistence will eventually lead to rewards.
• Loyalty and friendship mean everything.
• Courage may not be what’s necessary for victory.
• Faith will prevail.
• One individual is more important (or less important)] than society as a whole.
• Friendship is the true measure of human worth.
• A power beyond us controls humans.
• Nothing is more important than trying.
• Little things are more important than monumental ones.
After you’ve listed possible themes or motifs for The Alchemist, read the following quotes from the text. As
a group, discuss and determine what theme or motif you think is represented by each quote. Then, answer
the questions that follow the examples. You don’t have to choose from your original group list, but it may
help you determine the main idea conveyed in each quote.
© Copyright 2008, Prestwick House, Inc.
T - 16
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Theme/Motif
Objective:
Recognizing themes through character development
Activity
Characterization is partially revealed by the expression of a character’s views or attitude through his or her
actions, thoughts, or comments. By the end of Part One, it is apparent that some of these views or ideas
recur and begin to emerge as recognizable themes or motifs. Characterization is only one method writers
use to present a theme, but it is an effective way to get a message across and add depth to the characters.
For this activity, you will consider how two of the main characters help convey Coelho’s major ideas.
Before looking at the quotes from The Alchemist that follow, brainstorm (as a class or in small groups) to
come up with some possible themes for the book. Think about what has happened to the boy, and how he
reacts to the events in his search for the treasure. Have someone in your group write these down so that
you have a record of your ideas. Here are some examples of general themes and concepts in literature to
get you started; these may or may not relate to The Alchemist. You will need to come up with some more
possible literary themes and motifs, in addition to those listed here.
• Human influence is greater than natural forces (or vice-versa).
• Death and rebirth are part of a cycle.
• Love can conquer all.
After you’ve listed possible themes or motifs for The Alchemist, read the following quotes from the text. As
a group, discuss and determine what theme or motif you think is represented by each quote. Then, answer
the questions that follow the examples. You don’t have to choose from your original group list, but it may
help you determine the main idea conveyed in each quote.
S - 17
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Quotes:
“It was as if some mysterious energy bound his life to that of the sheep, with whom he had spent the past two
years, leading them through the countryside in search of food and water. ‘They are so used to me that they
know my schedule,’ he muttered. Thinking about that for a moment, he realized that it could be the other way
around: that it was he who had become accustomed to their schedule.”
“He decided that he would never again believe in dreams.”
“I’m like everyone else—I see the world in terms of what I would like to see happen, not what actually does.”
“…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.”
“And, when you want something, all the universe conspires in helping you to achieve it.”
“People learn, early in their lives, what is their reason for being…Maybe that’s why they give up on it so early,
too. But that’s the way it is.”
“I’m like everyone else—I see the world in terms of what I would like to see happen, not what actually does.…
When you want something, all the universe conspires to help you achieve it.…Learn to recognize omens, and
follow them.”
“A shepherd may like to travel, but he should never forget about his sheep.”
“Sometimes it’s better to leave things as they are…”
1.Are you able to relate any of the quotes to some of the themes/motifs you had chosen for the book? If so, which
ones? If you had to choose one major theme or idea for the book so far, what do you think it would be?
2.What is the significance of the king’s quote about the universe conspiring to help the boy achieve his
goal? How does it relate to the boy’s changing beliefs about dreams?
3.At the end of Part One, the boy says he’ll work for the shopkeeper to earn money to buy some sheep
instead of continuing his search. Do you think his disappointment at this stage in his search for the
treasure will change in Part Two?
4.At this point in the book, what do you think the boy’s search for the treasure represents? What do you
think the treasure will be if he finds it?
Note to the Teacher: This activity lends itself to a number of discussion topics. By this point, the students should
be noticing the themes that relate to Coelho’s introduction about one’s personal calling. If you’ve done the prereading activity on personal calling, you could return to that and relate it to this activity. Ask students to think
about the significance of the boy’s search and how it relates to their answers from the pre-reading activity. This
activity also couples well with the next activity on theme and metaphor because students will see how literary
devices work to relay a message. Additionally, students could be asked to bring in relevant passages from other
books they have read to support the statements of theme and motif.
© Copyright 2008, Prestwick House, Inc.
T - 18
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Quotes:
“It was as if some mysterious energy bound his life to that of the sheep, with whom he had spent the past two
years, leading them through the countryside in search of food and water. ‘They are so used to me that they
know my schedule,’ he muttered. Thinking about that for a moment, he realized that it could be the other way
around: that it was he who had become accustomed to their schedule.”
“He decided that he would never again believe in dreams.”
“I’m like everyone else—I see the world in terms of what I would like to see happen, not what actually does.”
“…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.”
“And, when you want something, all the universe conspires in helping you to achieve it.”
“People learn, early in their lives, what is their reason for being…Maybe that’s why they give up on it so early,
too. But that’s the way it is.”
“I’m like everyone else—I see the world in terms of what I would like to see happen, not what actually does.…
When you want something, all the universe conspires to help you achieve it.…Learn to recognize omens, and
follow them.”
“A shepherd may like to travel, but he should never forget about his sheep.”
“Sometimes it’s better to leave things as they are…”
1.Are you able to relate any of the quotes to some of the themes/motifs you had chosen for the book? If so, which
ones? If you had to choose one major theme or idea for the book so far, what do you think it would be?
____________________________________________________________________________________
____________________________________________________________________________________
2.What is the significance of the king’s quote about the universe conspiring to help the boy achieve his
goal? How does it relate to the boy’s changing beliefs about dreams?
____________________________________________________________________________________
____________________________________________________________________________________
3.At the end of Part One, the boy says he’ll work for the shopkeeper to earn money to buy some sheep
instead of continuing his search. Do you think his disappointment at this stage in his search for the
treasure will change in Part Two?
____________________________________________________________________________________
____________________________________________________________________________________
4.At this point in the book, what do you think the boy’s search for the treasure represents? What do you
think the treasure will be if he finds it?
____________________________________________________________________________________
____________________________________________________________________________________
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Extended Metaphor
Objectives:
Understanding the use of metaphor to convey theme
Comparing literal and connotative language
Activity
Reread the story Melchizedek relays to Santiago about the shopkeeper’s son and the drops of oil. If you
have already been introduced to metaphor, you know that this tale is an extended metaphor. This literary
device has two components: the literal descriptions and the reader’s interpretation of the meaning behind
the literal events. The language used with metaphor is symbolic instead of direct. Compare the following
two quotes then answer the questions in the spaces provided. Be prepared to share your answers during a
class discussion that might follow.
The first is the wise man’s advice in the tale about the oil; the next one is the king’s advice to the boy:
A.“The secret of happiness is to see all the marvels of the world, and never to forget the drops of oil
on the spoon.”
B.“The Soul of the World is nourished by people’s happiness. And also by unhappiness, envy, and
jealousy. To realize one’s destiny is a person’s only real obligation. All things are one.”
1. What are the differences between the two quotes?
2. What do the examples from the text have in common?
3. What themes in the text so far are represented in each quote? How does each quote represent those themes?
4. Which quote requires more interpretive skills to understand? What message do you get from it?
5.Do you think using figurative language to convey theme is more effective than using direct statements?
Why or why not?
© Copyright 2008, Prestwick House, Inc.
T - 20
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Extended Metaphor
Objectives:
Understanding the use of metaphor to convey theme
Comparing literal and connotative language
Activity
Reread the story Melchizedek relays to Santiago about the shopkeeper’s son and the drops of oil. If you
have already been introduced to metaphor, you know that this tale is an extended metaphor. This literary
device has two components: the literal descriptions and the reader’s interpretation of the meaning behind
the literal events. The language used with metaphor is symbolic instead of direct. Compare the following
two quotes then answer the questions in the spaces provided. Be prepared to share your answers during a
class discussion that might follow.
The first is the wise man’s advice in the tale about the oil; the next one is the king’s advice to the boy:
A.“The secret of happiness is to see all the marvels of the world, and never to forget the drops of oil
on the spoon.”
B.“The Soul of the World is nourished by people’s happiness. And also by unhappiness, envy, and
jealousy. To realize one’s destiny is a person’s only real obligation. All things are one.”
1. What are the differences between the two quotes?
____________________________________________________________________________________
____________________________________________________________________________________
2. What do the examples from the text have in common?
____________________________________________________________________________________
____________________________________________________________________________________
3. What themes in the text so far are represented in each quote? How does each quote represent those themes?
____________________________________________________________________________________
____________________________________________________________________________________
4. Which quote requires more interpretive skills to understand? What message do you get from it?
____________________________________________________________________________________
____________________________________________________________________________________
5.Do you think using figurative language to convey theme is more effective than using direct statements?
Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Dialogue
Objectives:
Recognizing the effect of dialogue in a novel
Evaluating the use of dialogue in the book
Activity
The point of view in a story can limit the amount of dialogue. Even if you have completed the activity on
point of view, go back and look at the distinctions of the types of narration, first- and third-person.
You’ll note that The Alchemist doesn’t have a great amount of dialogue in some places, or if there is dialogue,
it is filtered through the experiences or thoughts that relate to the dialogue. Remember, all narratives
contain bias, based on characters’ age, gender, hopes, experiences, etc., as well as the general outlook of
the character speaking. These biases are revealed in both dialogue and through events. In other words,
reading dialogue spoken by a main character from any specific point of view can change the reader’s
understanding of the text, as compared to if the text had been written through a different perspective.
Read the following passages, which have little or no dialogue and answer the questions that follow. Then,
choose one passage and add your own dialogue between Santiago and another character; remember to
write it from Santiago’s perspective. Be creative, and if you get stuck, try to imagine what you think
Santiago or the other character would say—remember this is fiction. For example, if you choose this
passage, you could even add in a new scenario, such as the boy asking for his money.
Example from the book:
“There were thousands of people there, arguing, selling, and buying; vegetables for sale amongst daggers,
and carpets displayed alongside tobacco. But the boy never took his eye off his new friend. After all, he had all
his money. He thought about asking him to give it back, but decided that would be unfriendly. He knew nothing about the customs of the strange land he was in.”
Written in dialogue:
“I was wondering if I could hold my money,” I decided to ask my new friend.
“No. I need to hold it for safekeeping. You are in a strange land, and you don’t know the thieves from the
trustworthy people,” he said to me.
“Of course, I am not yet familiar with this place,” I responded, but still wary of his demand to hold my
money.
© Copyright 2008, Prestwick House, Inc.
T - 22
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Dialogue
Objectives:
Recognizing the effect of dialogue in a novel
Evaluating the use of dialogue in the book
Activity
The point of view in a story can limit the amount of dialogue. Even if you have completed the activity on
point of view, go back and look at the distinctions of the types of narration, first- and third-person.
You’ll note that The Alchemist doesn’t have a great amount of dialogue in some places, or if there is dialogue,
it is filtered through the experiences or thoughts that relate to the dialogue. Remember, all narratives
contain bias, based on characters’ age, gender, hopes, experiences, etc., as well as the general outlook of
the character speaking. These biases are revealed in both dialogue and through events. In other words,
reading dialogue spoken by a main character from any specific point of view can change the reader’s
understanding of the text, as compared to if the text had been written through a different perspective.
Read the following passages, which have little or no dialogue and answer the questions that follow. Then,
choose one passage and add your own dialogue between Santiago and another character; remember to
write it from Santiago’s perspective. Be creative, and if you get stuck, try to imagine what you think
Santiago or the other character would say—remember this is fiction. For example, if you choose this
passage, you could even add in a new scenario, such as the boy asking for his money.
Example from the book:
“There were thousands of people there, arguing, selling, and buying; vegetables for sale amongst daggers,
and carpets displayed alongside tobacco. But the boy never took his eye off his new friend. After all, he had all
his money. He thought about asking him to give it back, but decided that would be unfriendly. He knew nothing about the customs of the strange land he was in.”
Written in dialogue:
“I was wondering if I could hold my money,” I decided to ask my new friend.
“No. I need to hold it for safekeeping. You are in a strange land, and you don’t know the thieves from the
trustworthy people,” he said to me.
“Of course, I am not yet familiar with this place,” I responded, but still wary of his demand to hold my
money.
S - 23
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Do you notice the difference between first-person and third-person?
A.“The boy mumbled an answer that allowed him to avoid responding to her question. He was sure the
girl would never understand. He went on telling stories about his travels, and her bright, Moorish
eyes went wide with fear and surprise. As the time passed, the boy found himself wishing that the day
would never end, that her father would stay busy and keep him waiting for three days. He recognized
that he was feeling something he had never experienced before: the desire to live in one place forever.
With the girl with the raven hair, his days would never be the same again.”
B.“The shepherd said nothing. He had understood the story the old king had told him. A shepherd may
like to travel, but he should never forget about his sheep. The old man looked at the boy and, with
his hands held together, made several strange gestures over the boy’s head. Then, taking his sheep, he
walked away.”
C.“Meanwhile, the old man persisted in his attempt to strike up a conversation. He said that he was tired
and thirsty, and asked if he might have a sip of the boy’s wine. The boy offered his bottle, hoping that
the old man would leave him alone. But the old man wanted to talk, and he asked the boy what book
he was reading. The boy was tempted to be rude, and move to another bench, but his father had taught
him to be respectful of the elderly. So, he held out the book to the man—for two reasons: first, that he,
himself, wasn’t sure how to pronounce the title; and second, that if the old man didn’t know how to
read, he would probably feel ashamed and decide of his own accord to change benches.”
D.“When the stall was assembled, the candy seller offered the boy the first sweet he had made for the day.
The boy thanked him, ate it, and went on his way. When he had gone only a short distance, her realized
that, while they were erecting the stall, one of them had spoken Arabic and the other Spanish.”
E.“Well, if you know how to read, why are you just a shepherd?” “The boy mumbled an answer that
allowed him to avoid responding to her question. He was sure the girl would never understand. He went
on telling stories about his travels, and her bright, Moorish eyes went wide with fear and surprise.”
After you have re-written the passages into dialogue answer the following questions:
1. What details do you get from each passage? Are they necessary to the development of the plot?
2.Are the descriptions of a character’s thoughts enough to give you a clear picture of that character? Why
or why not?
3. How do you think adding dialogue will change your answers?
After answering the questions and writing your dialogue, form small discussion groups and compare
how the dialogue changes the details or meaning. To understand the context, you may need to read the
surrounding text on the same page as your passage.
Note to the Teacher: This exercise goes nicely with the activities on theme and metaphor, or the one on allegory
in Part Two.
© Copyright 2008, Prestwick House, Inc.
T - 24
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Do you notice the difference between first-person and third-person?
A.“The boy mumbled an answer that allowed him to avoid responding to her question. He was sure the
girl would never understand. He went on telling stories about his travels, and her bright, Moorish
eyes went wide with fear and surprise. As the time passed, the boy found himself wishing that the day
would never end, that her father would stay busy and keep him waiting for three days. He recognized
that he was feeling something he had never experienced before: the desire to live in one place forever.
With the girl with the raven hair, his days would never be the same again.”
B.“The shepherd said nothing. He had understood the story the old king had told him. A shepherd may like
to travel, but he should never forget about his sheep. The old man looked at the boy and, with his hands
held together, made several strange gestures over the boy’s head. Then, taking his sheep, he walked away.”
C.“Meanwhile, the old man persisted in his attempt to strike up a conversation. He said that he was tired
and thirsty, and asked if he might have a sip of the boy’s wine. The boy offered his bottle, hoping that
the old man would leave him alone. But the old man wanted to talk, and he asked the boy what book
he was reading. The boy was tempted to be rude, and move to another bench, but his father had taught
him to be respectful of the elderly. So, he held out the book to the man—for two reasons: first, that he,
himself, wasn’t sure how to pronounce the title; and second, that if the old man didn’t know how to
read, he would probably feel ashamed and decide of his own accord to change benches.”
D.“When the stall was assembled, the candy seller offered the boy the first sweet he had made for the day.
The boy thanked him, ate it, and went on his way. When he had gone only a short distance, her realized
that, while they were erecting the stall, one of them had spoken Arabic and the other Spanish.”
E.“Well, if you know how to read, why are you just a shepherd?” “The boy mumbled an answer that
allowed him to avoid responding to her question. He was sure the girl would never understand. He went
on telling stories about his travels, and her bright, Moorish eyes went wide with fear and surprise.”
After you have re-written the passages into dialogue answer the following questions:
1. What details do you get from each passage? Are they necessary to the development of the plot?
____________________________________________________________________________________
____________________________________________________________________________________
2.Are the descriptions of a character’s thoughts enough to give you a clear picture of that character? Why
or why not?
____________________________________________________________________________________
____________________________________________________________________________________
3. How do you think adding dialogue will change your answers?
____________________________________________________________________________________
____________________________________________________________________________________
After answering the questions and writing your dialogue, form small discussion groups and compare
how the dialogue changes the details or meaning. To understand the context, you may need to read the
surrounding text on the same page as your passage.
S - 25
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Found Poem
Objective:
Understanding poetic form
Activity
Write a “found poem” using Part One.
A “found” poem is a poem made up entirely of phrases or quotations found in the text. Go back through
Part One and make up a found poem of your own. The poem could tell the reader something about
Santiago’s emotional state, but this is not necessary; it may be totally unrelated to the action of the story,
which is one of the best parts of writing a found poem.
Your poem should be at least 10 lines long. The lines do not need to rhyme, but they certainly may. You
can arrange the phrases in any way you like and change the punctuation, but do not deviate from the
actual words. Give the poem a title, which may or may not come from the book. Below is an example taken
entirely from Part One.
The Journey
They wanted me to be a priest
I couldn’t have found God in the seminary
And since I am not wise
I have had to learn the reading of palms
Learn to recognize omens and follow them
I don’t know how to turn them into reality…
I promised that I would make my own decisions
It’s easy, and yet I’ve never done it before
Now it was too late to change anything
Our lives become controlled by fate
That’s the world’s greatest lie
Note to the Teacher: This activity can encourage even the most reluctant student to write a poem. If more choices
are needed to construct the poems, you could have students work from the whole book.
© Copyright 2008, Prestwick House, Inc.
T - 26
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Found Poem
Objective:
Understanding poetic form
Activity
Write a “found poem” using Part One.
A “found” poem is a poem made up entirely of phrases or quotations found in the text. Go back through
Part One and make up a found poem of your own. The poem could tell the reader something about
Santiago’s emotional state, but this is not necessary; it may be totally unrelated to the action of the story,
which is one of the best parts of writing a found poem.
Your poem should be at least 10 lines long. The lines do not need to rhyme, but they certainly may. You
can arrange the phrases in any way you like and change the punctuation, but do not deviate from the
actual words. Give the poem a title, which may or may not come from the book. Below is an example taken
entirely from Part One.
The Journey
They wanted me to be a priest
I couldn’t have found God in the seminary
And since I am not wise
I have had to learn the reading of palms
Learn to recognize omens and follow them
I don’t know how to turn them into reality…
I promised that I would make my own decisions
It’s easy, and yet I’ve never done it before
Now it was too late to change anything
Our lives become controlled by fate
That’s the world’s greatest lie
S - 27
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Plot Development
Objective:
Using chapter titles to aid plot development
Activity
Chapter or section titles frequently give us an overview of a chapter’s content or identify a significant
incident. There are no chapters in this book, however; it is begins with part 1 and does not give clear hints
at what will happen. Although Coelho breaks up each part with section dividers, he does not include
section titles. If Coelho had broken up the book into chapters with titles, would it give you more incentive
to read on? Do you think the section dividers are sufficient? Now that you are near the end of Part One,
determine if you are more satisfied or curious without having a clue about what will happen in Part Two.
Think about how the plot does not progress along a straight line—some of the sections move back and
forth in time, take place in different settings, or focus on other characters. Break up Part One into your own
chapters, giving each chapter a title. You can make the chapters as large or small as you like, but make sure
that each chapter includes a major event in the plot and that you aren’t just replacing the section dividers
with chapter titles. You must have at least three chapters for Part One. Chapters can reflect part of an event,
some type of foreshadowing in the chapter, a quotation, or something else that relates to the book.
Note to the Teacher: You could use this activity in Part Two, as an addendum to this one. Another possibility
might be to have students divide the book into three parts , adding chapter titles.
Example:
Part I
• Chapter 1: Santiago Begins His Journey
• Chapter 2: The Boy’s Dream
• Chapter 3: The Boy Meets the King
• Chapter 4 Africa
• And so on…
You might also encourage students to break up Part One into shorter chapters with more creative titles, such as “The
Treasure Hunt Begins,” or “Tea and Thieves,” to get them motivated to discuss how chapter titles affect the plot.
© Copyright 2008, Prestwick House, Inc.
T - 28
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Plot Development
Objective:
Using chapter titles to aid plot development
Activity
Chapter or section titles frequently give us an overview of a chapter’s content or identify a significant
incident. There are no chapters in this book, however; it is begins with part 1 and does not give clear hints
at what will happen. Although Coelho breaks up each part with section dividers, he does not include
section titles. If Coelho had broken up the book into chapters with titles, would it give you more incentive
to read on? Do you think the section dividers are sufficient? Now that you are near the end of Part One,
determine if you are more satisfied or curious without having a clue about what will happen in Part Two.
Think about how the plot does not progress along a straight line—some of the sections move back and
forth in time, take place in different settings, or focus on other characters. Break up Part One into your own
chapters, giving each chapter a title. You can make the chapters as large or small as you like, but make sure
that each chapter includes a major event in the plot and that you aren’t just replacing the section dividers
with chapter titles. You must have at least three chapters for Part One. Chapters can reflect part of an event,
some type of foreshadowing in the chapter, a quotation, or something else that relates to the book.
S - 29
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Exploring Beliefs
Objectives:
Recognizing the power of a belief system
Understanding the concepts of naming beliefs
Activity
By the end of Part One, the boy begins to believe that the universe will conspire to give him what he wants,
as long as he stays focused on his Personal Legend. This is a philosophy based on the belief that we create
our own reality by focusing on what we want and believing in the power of the universe. Christians may
call this faith in God. A Muslim, such as the crystal merchant, believes in the Koran and Allah.
The book focuses on demonstrating that having a set of beliefs, regardless of their manifestation, is the
cornerstone of human development. A belief system guides much of how you understand other people
and the world.
What do you “believe”?
Make a list of some of your important beliefs and write a brief description explaining why you believe in
three of them.
If you had to condense what you just wrote for your entire belief system into one sentence, what would
it be?
Note to the Teacher: This may be a sensitive subject, depending on the dynamics of the class. Starting with a
brief reminder about being respectful toward one another might be helpful. After students form pairs or groups,
you could extend the activity by asking a few questions in a class discussion.
Example:
Was it difficult to fit all your beliefs into one sentence? Why or why not? Did this help you understand and
articulate what your beliefs are? Why do you think it is important for us to have beliefs? What would our society
look like if we all shared the same beliefs? How are your beliefs similar to your classmates’? Are they similar to
any of the characters’ beliefs in the book?
© Copyright 2008, Prestwick House, Inc.
T - 30
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Exploring Beliefs
Objectives:
Recognizing the power of a belief system
Understanding the concepts of naming beliefs
Activity
By the end of Part One, the boy begins to believe that the universe will conspire to give him what he wants,
as long as he stays focused on his Personal Legend. This is a philosophy based on the belief that we create
our own reality by focusing on what we want and believing in the power of the universe. Christians may
call this faith in God. A Muslim, such as the crystal merchant, believes in the Koran and Allah.
The book focuses on demonstrating that having a set of beliefs, regardless of their manifestation, is the
cornerstone of human development. A belief system guides much of how you understand other people
and the world.
What do you “believe”?
Make a list of some of your important beliefs and write a brief description explaining why you believe in
three of them.
If you had to condense what you just wrote for your entire belief system into one sentence, what would
it be?
S - 31
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Resumé Writing
Objectives:
Writing a resumé
Recognizing distinctive traits through a character’s experiences
Activity
Typically, characters in a novel or story fit into one of two categories: round or flat. A round character
usually has experiences that contribute to his or her personal growth. A flat character does not go through
any significant changes and is not as fully developed as a round character.
Santiago has already demonstrated growth from the lessons he has learned. What experiences have led
him to this phase in his personal development? Does his education or work experience help give him
insight into the universal truths that the king talks about?
The crystal merchant is looking for someone to work in his shop. Santiago applies for the job. Write a
resumé for him to include with his job application. Try to be creative and persuasive, but also keep in mind
the following guidelines:
• Include what you think Santiago’s job objective would be. Some examples are, “to gain more
knowledge about crystal,” or “to increase my skills as a salesman.”
• What experiences make Santiago qualified for this job?
• Be concise; for example, keep the resumé to one page. Most employers will be more concerned with
the significance of the experiences rather than the length. What is most important for the crystal
merchant to know about the boy, such as his strong work ethic, and how will you illustrate that?
• It is critical that your grammar and spelling are correct; employing the grammar and spell check tools
on your computer can be helpful with this.
• Proofread your work. In addition, have someone else proofread your work; it will help catch errors
that you might have missed. Employers pay attention to errors on resumés and cover letters, and
many will stop reviewing the application if it is sloppy and contains errors.
As in all resumés, you will need to keep Santiago’s and update it each time he gains more work experience or
furthers his education. Use the form from the following example. Remember to save it. Consider it practice
for your own resumé, which you will create for an activity in Part Two. How have your educational, volunteer,
or work experiences helped you develop your beliefs? What would you include on a resumé if you haven’t
had much work experience? When you are ready to compose your resumé in the Resumé Activity in the next
part, think of it as if you were presenting yourself as a round character, rather than a flat one.
© Copyright 2008, Prestwick House, Inc.
T - 32
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Resumé Writing
Objectives:
Writing a resumé
Recognizing distinctive traits through a character’s experiences
Activity
Typically, characters in a novel or story fit into one of two categories: round or flat. A round character
usually has experiences that contribute to his or her personal growth. A flat character does not go through
any significant changes and is not as fully developed as a round character.
Santiago has already demonstrated growth from the lessons he has learned. What experiences have led
him to this phase in his personal development? Does his education or work experience help give him
insight into the universal truths that the king talks about?
The crystal merchant is looking for someone to work in his shop. Santiago applies for the job. Write a
resumé for him to include with his job application. Try to be creative and persuasive, but also keep in mind
the following guidelines:
• Include what you think Santiago’s job objective would be. Some examples are, “to gain more
knowledge about crystal,” or “to increase my skills as a salesman.”
• What experiences make Santiago qualified for this job?
• Be concise; for example, keep the resumé to one page. Most employers will be more concerned with
the significance of the experiences rather than the length. What is most important for the crystal
merchant to know about the boy, such as his strong work ethic, and how will you illustrate that?
• It is critical that your grammar and spelling are correct; employing the grammar and spell check tools
on your computer can be helpful with this.
• Proofread your work. In addition, have someone else proofread your work; it will help catch errors
that you might have missed. Employers pay attention to errors on resumés and cover letters, and
many will stop reviewing the application if it is sloppy and contains errors.
As in all resumés, you will need to keep Santiago’s and update it each time he gains more work experience or
furthers his education. Use the form from the following example. Remember to save it. Consider it practice
for your own resumé, which you will create for an activity in Part Two. How have your educational, volunteer,
or work experiences helped you develop your beliefs? What would you include on a resumé if you haven’t
had much work experience? When you are ready to compose your resumé in the Resumé Activity in the next
part, think of it as if you were presenting yourself as a round character, rather than a flat one.
S - 33
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Note to the Teacher: This activity is paired with the resumé writing exercise in Part Two. In that activity, students
will update Santiago’s resumé and write their own. Keep the resumés from this activity to use in Part Two. Encourage
students to takes notes on Santiago’s development as they read Part Two; it will make it easier for them to update
his resumé. This activity and its counterpart are good practice for students, since they are at an age when they
probably don’t have a lot of work experience and are looking for their first jobs. For more advanced students, you
might have them write both a work and an education resume for Santiago, explaining to them the benefits of having
more than one resumé if they are headed for college and perhaps graduate school. To extend this activity, you could
have students write a cover letter to accompany Santiago’s resume.
Santiago
the fields of Andalusia, Spain
Objective
I would like to apply my skills and experience to a new trade and help promote the growth of an established
business.
Qualifications
• self-starter
• responsible
• strong work ethic
• people-oriented
• experienced in management, sales, and inventory
Education
Secondary School Certificate, Andalusia Seminary
Entrepreneur – Shepherd
Employment
References
• developed strong business skills by purchasing sheep and selling their wool
• cared for the flock and maintained an inventory
• acquired new business contacts by traveling extensively to many cities and villages
• developed strong sales skills through interaction with people
the wool merchant – Tarifa, Spain
Melchizedek – the king of Salem
Note to the Teacher: Student answers will vary greatly. The following is an example, but dates, places, and other
information will, obviously, need to be made up.
© Copyright 2008, Prestwick House, Inc.
T - 34
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Santiago
the fields of Andalusia, Spain
Objective
I would like to apply my skills and experience to a new trade and help promote the growth of an established
business.
Qualifications
• self-starter
• responsible
• strong work ethic
• people-oriented
• experienced in management, sales, and inventory
Education
Secondary School Certificate, Andalusia Seminary
Entrepreneur – Shepherd
Employment
References
• developed strong business skills by purchasing sheep and selling their wool
• cared for the flock and maintained an inventory
• acquired new business contacts by traveling extensively to many cities and villages
• developed strong sales skills through interaction with people
the wool merchant – Tarifa, Spain
Melchizedek – the king of Salem
S - 35
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Language Game
Objectives:
Developing strong communication skills through participation in group work
Learning to use universal language as a means of communication
Activity
When Santiago finds himself in a foreign country, he realizes that he does not know the customs or the
language. When two merchants who speak different languages understand each other, however, the boy
thinks, “There must be a language that doesn’t depend on words.” The use of universal language as a means
of communication seems to be a motif in Part One. Think of examples of communication that everyone
understands. If someone you know waves at you, the greeting is either one of “hello” or “goodbye,” depending
on the circumstances. As you can tell, non-verbal communication is quite important in society.
For this activity, you will be divided into two teams. Each team will list at least a dozen main ideas or
details from the text for the other team to guess, but the clues must be conveyed without using language—
no words or initials allowed. Some examples f how this could be accomplished might be to draw it on the
board, using sign language, acting out the scene, etc.
Additional Rules: Each team will give its ideas or details to the teacher who will place them in a container
from which the opposing team will draw. The method of communication should be chosen before the
team member draws the clue.
Scoring: Your teacher will determine how the game is scored.
Note to the Teacher: You may choose to score this activity, but the objective is to have students to work together
as a class rather than trying to beat the other team. To emphasize this point, you can explain it to the students
before the game begins. If students need help identifying ideas or details from the text, you could give them some
suggestions, such as “Shearing sheep,” “Palm reading,” “Urim and Thummim,” “Oasis,” etc.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Language Game
Objectives:
Developing strong communication skills through participation in group work
Learning to use universal language as a means of communication
Activity
When Santiago finds himself in a foreign country, he realizes that he does not know the customs or the
language. When two merchants who speak different languages understand each other, however, the boy
thinks, “There must be a language that doesn’t depend on words.” The use of universal language as a means
of communication seems to be a motif in Part One. Think of examples of communication that everyone
understands. If someone you know waves at you, the greeting is either one of “hello” or “goodbye,” depending
on the circumstances. As you can tell, non-verbal communication is quite important in society.
For this activity, you will be divided into two teams. Each team will list at least a dozen main ideas or
details from the text for the other team to guess, but the clues must be conveyed without using language—
no words or initials allowed. Some examples f how this could be accomplished might be to draw it on the
board, using sign language, acting out the scene, etc.
Additional Rules: Each team will give its ideas or details to the teacher who will place them in a container
from which the opposing team will draw. The method of communication should be chosen before the
team member draws the clue.
Scoring: Your teacher will determine how the game is scored.
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part One
Crossword Challenge
Objective:
Completing a puzzle
Activity
When you skim a book or read synopses, you miss the opportunity to see the beauty of the language, or
important details that may help you understand the author’s message. Just as it is vital to read test directions that
include details that may affect your answer, it is important to give the same attention to a work of literature to
get the most out of it. Test your reading skills by completing the crossword puzzle without using your book.
Solution:
R
A
V
E
L D R E N
T
J
A
A
R
C H I
K
F
E
A N D A L U S I A
T
N A
P Y R A M I D S
W
M E L C H I Z E D E K
R
G L A S S E S
Across
Down
3.
5.
7.
9.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
6.
8.
10.
One of the stones given to the boy
The book requiring the merchant to feed a hungry person
Sheep are not afraid of ____.
Where Santiago comes from
First Greek mythological character mentioned
The place where the treasure is located
The King of Salem’s actual name
The boy’s father wanted him to be a ____.
Santiago offers to clean ____ for the crystal merchant.
Author’s name
© Copyright 2008, Prestwick House, Inc.
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T H U M
A
N
K
G
I
U
E
N
R C I S
V
E
P R I
S
C O E L
M I M
O R A N
M
E
N
S U S
E S T
H O
The merchant’s daughter had ____ hair.
The place where the boy met with the gypsy
The port town where boy lands in Africa
The boy’s only possession
The boy must learn to recognize ____.
The ____ will conspire to give the boy what he wants.
Clues
Student’s Page­
The Alchemist
Name: ________________________________
Date:_________________
Part One
Crossword Challenge
Objective:
Completing a puzzle
Activity
When you skim a book or read synopses, you miss the opportunity to see the beauty of the language, or
important details that may help you understand the author’s message. Just as it is vital to read test directions that
include details that may affect your answer, it is important to give the same attention to a work of literature to
get the most out of it. Test your reading skills by completing the crossword puzzle without using your book.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Across
3.
5.
7.
9.
11.
12.
13.
14.
15.
16.
ACROSS
One of the stones given to the boy
The book
requiring
thestones
merchantgiven
to feedto
a hungry
person
of the
the boy
3 One
Sheep are not afraid of ____.
The book
requiring
the merchant to
5 Santiago
Where
comes
from
First Greek
mythological
feed
a hungrycharacter
personmentioned
The place
where
the
treasure
is located
of ____.
7 Sheep are not afraid
The King of Salem’s actual name
Santiago
from
9 Where
The boy’
s father wanted
him tocomes
be a ____.
Santiago
offers Greek
to clean mythological
____ for the crystal
merchant.
character
11 First
Author’smentioned
name
12 The place where the treasure is
located
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13 The King of Salem's actual name
14 The boy's father wanted him to be a
16
Down
DOWN
1. The merchant’s daughter had ____ hair.
2. 1The
place
where the boy
met with the
gypsy
The
merchant's
daughter
had
____
3. The port town where boy lands in Africa
hair.
4. The
boy’s only possession
6. 2The
boyplace
must learn
to recognize
The
where
the boy____.
met with
8. The
____
will
conspire
to
give
the
boy
what he wants.
the gypsy
10. Clues
3 The port town where boy lands in
Africa
4 The boy's only possession
6 The boy must learn to recognize
____.
Reproducible Student Worksheet
8 The ____ will conspire to give the
boy what he wants.
Teacher’s Page The Alchemist
Part One
Foreshadowing
Objectives:
Understanding the use of foreshadowing in a story
Using verbal skills to effectively communicate in a discussion
Activity
Writers often provide information that hints at future events in the plot. This literary device is called
foreshadowing. You may have already made predictions about the events in Part Two from other activities
or on your own. Find the passages from Part One that contain the clues that led you to those conclusions.
Then, find a few more that could be considered foreshadowing. List the clues and your predictions in the
following chart. The first one has been done for you.
After you complete your chart, the class will be divided into four groups. Choose one of your predictions
to share with the rest of your group. Every group member should participate in the discussion since
you want to aim for more variety and frequency of the phrases you use. Ultimately, you are trying to
communicate your ideas more clearly and effectively, even if you disagree with your classmates. It may be
difficult at first to adjust to speaking with intention, but once you do, it will be a lot easier to work within
a group in any situation.
Note to the Teacher: Refer to the Appendix on Small Group protocol to give students a refresher on conducting
themselves during classroom discussions. Students can give general clues like the example in the chart, but
advise them to point out specific examples of the clues from the text and how these lead to predictions. This will
help them present their opinions during the group discussion portion of this activity. You may have some students
who are reluctant because these skills tend to be a bit awkward to use at first. Encourage them to come up with
their own examples as well, so they can see that it isn’t the actual phrase that matters, but the skill itself.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part One
Foreshadowing
Objectives:
Understanding the use of foreshadowing in a story
Using verbal skills to effectively communicate in a discussion
Activity
Writers often provide information that hints at future events in the plot. This literary device is called
foreshadowing. You may have already made predictions about the events in Part Two from other activities
or on your own. Find the passages from Part One that contain the clues that led you to those conclusions.
Then, find a few more that could be considered foreshadowing. List the clues and your predictions in the
following chart. The first one has been done for you.
After you complete your chart, the class will be divided into four groups. Choose one of your predictions
to share with the rest of your group. Every group member should participate in the discussion since
you want to aim for more variety and frequency of the phrases you use. Ultimately, you are trying to
communicate your ideas more clearly and effectively, even if you disagree with your classmates. It may be
difficult at first to adjust to speaking with intention, but once you do, it will be a lot easier to work within
a group in any situation.
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
FORESHADOWING CHART
Clue
Your Prediction
the boy’s connection to the crystal merchant
The boy will make a lot of money in the shop, and
this will be his treasure.
“It doesn’t matter – I know girls in other places.”
Santiago will find his true love.
“…to rely on their own instincts…”
The boy will eventually rely on his own belief in the
Soul of the World.
But the boy never took his eye off his new friend. After all, he had all his
money. He thought about asking to him to give it back, but decided that
would be unfriendly.
Santiago’s new friend will steal his money
That wind had brought the Moors, yes, but it had also brought the smell
of the desert and of veiled women. It had brought with it the sweat and
the dreams of men who had once left to search for the unknown, and for
gold and adventure—and for the Pyramids.
Santiago will travel through the desert to the
Pyramids in search of his treasure.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
FORESHADOWING CHART
Clue
Your Prediction
the boy’s connection to the crystal merchant
The boy will make a lot of money in the shop, and
this will be his treasure.
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part Two
Imagery Chart
Objectives:
Using antonyms to illustrate contrast in settings
Using symbols to represent descriptions of settings
Activity
The caravan travels through the desert to reach the oasis. It moves from one environment to a completely
different environment. The words used to describe an oasis are antonyms for those that describe a desert—
wet versus dry, for example. Using the example that we have supplied—contrasting the city and the
country—as a guide, create a chart that describes the oasis and the desert as they are represented in the
story. For every word, phrase, or sentence you list in the description column for one setting, you should
have an equal number of antonyms to describe the opposite setting. Try to come up with at least ten items
that you can contrast. Use a thesaurus if you need additional words. In the final column, write down the
possible effect that is depicted through the use of your choices.
Another way to describe a setting is through the use of symbols. Choose a few words from each setting and
draw symbols to represent them. Try not to use words in your symbols unless they need clarification, as in
“omen.” Be creative and challenge yourself to use less common symbols, or invent new ones.
Note to the Teacher: For a more in-depth treatment of this activity, you could conduct a class discussion on the
significance of the contrast in setting and the symbolism of each one. You could start with the significance of peace
in the oasis or the allegory of a journey through the desert. For students who are not comfortable drawing, you
could give them the option of using a drawing program on a computer or printing images from the Internet.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part Two
Imagery Chart
Objectives:
Using antonyms to illustrate contrast in settings
Using symbols to represent descriptions of settings
Activity
The caravan travels through the desert to reach the oasis. It moves from one environment to a completely
different environment. The words used to describe an oasis are antonyms for those that describe a desert—
wet versus dry, for example. Using the example that we have supplied—contrasting the city and the
country—as a guide, create a chart that describes the oasis and the desert as they are represented in the
story. For every word, phrase, or sentence you list in the description column for one setting, you should
have an equal number of antonyms to describe the opposite setting. Try to come up with at least ten items
that you can contrast. Use a thesaurus if you need additional words. In the final column, write down the
possible effect that is depicted through the use of your choices.
Another way to describe a setting is through the use of symbols. Choose a few words from each setting and
draw symbols to represent them. Try not to use words in your symbols unless they need clarification, as in
“omen.” Be creative and challenge yourself to use less common symbols, or invent new ones.
S - 45
Reproducible Student Worksheet
Teacher’s Page The Alchemist
IMAGERY CHART
Setting
Description
Effect
City
skyscrapers, offices, crowded,
noisy, polluted, fast-paced, sidewalks, cement
These make the reader feel closed in, and in need of freedom and the
beauty of nature.
Country
houses, farms, uncongested, quiet,
clean, slow-paced, paths, grass
The quiet and serenity allow the reader to feel the peace of rural life.
Desert
Oasis
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
IMAGERY CHART
Setting
Description
Effect
City
skyscrapers, offices, crowded,
noisy, polluted, fast-paced, sidewalks, cement
These make the reader feel closed in, and in need of freedom and the
beauty of nature.
Country
houses, farms, uncongested, quiet,
clean, slow-paced, paths, grass
The quiet and serenity allow the reader to feel the peace of rural life.
Desert
Oasis
S - 47
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part Two
Resumé Completion
Objectives:
Learning how to update a resumé
Understanding character development
Activity
If you have been keeping track of Santiago’s experiences throughout his quest, you can see that they
have contributed greatly to his personal growth. Update Santiago’s resumé based on the events that have
increased his personal growth since his original resumé. What Santiago has learned through his many
experiences make him more qualified to move on to the next phase in his life. With this in mind, consider
what kind of job Santiago might apply for. Alter his objective to align with a job that you think would
interest him and be compatible with his newly acquired skills and goals.
In the resumé activity in Part One, you were asked to think about what you would include in your own
resumé What experiences have led you to the present phase in your personal development? After updating
Santiago’s resumé, write a resumé of your own, using the same template that you used before. In the
Education section, you may include academic achievements and subjects of particular focus (e.g., art,
chemistry, history, etc.) You may also add a section for volunteer work and extracurricular activities (e.g.,
sports, clubs, etc.) Try to make it as professional as possible since you may use it when you submit an
application to a college or for a job.
Remember to proofread both resumés and have a classmate review them as well. It’s important to have
someone else check for errors and provide an objective opinion of your work.
Note to the Teacher: Each student should have saved a copy of the original resumé they created for Santiago. If
they have lost their copy, you may provide them with a copy of the one they originally handed in. For grading
purposes, you may want to compare the students’ updated resumes to their original ones.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part Two
Resumé Completion
Objectives:
Learning how to update a resumé
Understanding character development
Activity
If you have been keeping track of Santiago’s experiences throughout his quest, you can see that they
have contributed greatly to his personal growth. Update Santiago’s resumé based on the events that have
increased his personal growth since his original resumé. What Santiago has learned through his many
experiences make him more qualified to move on to the next phase in his life. With this in mind, consider
what kind of job Santiago might apply for. Alter his objective to align with a job that you think would
interest him and be compatible with his newly acquired skills and goals.
In the resumé activity in Part One, you were asked to think about what you would include in your own
resumé What experiences have led you to the present phase in your personal development? After updating
Santiago’s resumé, write a resumé of your own, using the same template that you used before. In the
Education section, you may include academic achievements and subjects of particular focus (e.g., art,
chemistry, history, etc.) You may also add a section for volunteer work and extracurricular activities (e.g.,
sports, clubs, etc.) Try to make it as professional as possible since you may use it when you submit an
application to a college or for a job.
Remember to proofread both resumés and have a classmate review them as well. It’s important to have
someone else check for errors and provide an objective opinion of your work.
S - 49
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Part Two
Performing a Skit
Objectives:
Recognizing types of conflict in a work of literature
Understanding how conflict works through creating skits
Activity
Note to the Teacher: The word “man” is usually used in this definition of conflict, but to be gender-neutral, it
might be better to use “character” instead.
The main character in The Alchemist struggles with overcoming his fear when he is told to turn himself
into the wind near the end of the book. This kind of conflict is known as “character versus self.” Other
examples of conflict are “character versus nature,” or “character versus other character.” Can you think of
other characters or situations in the book in which these conflicts are present?
Form small groups and decide on a type of conflict you would like to represent. Create a skit to demonstrate
that conflict without telling your audience which of the three types of conflicts you are presenting. You can
adapt scenes from Part Two of the book, or you can create your own characters and situations. You don’t
need to write a script, but you will want to work together to come up with the best way to act out your
conflict. Practice as many times as you can before you perform your skit in front of the class. The more
creative you are, the easier it will be.
Audience members should wait until the end of the skit before guessing which of the three types of conflict
the skit represents. Each group should have a turn to guess before the performing group reveals its conflict.
Note to the Teacher: Depending on students’ creativity or willingness to perform, you may want to go around to
each group and give them ideas about how to represent the more difficult concepts. If you make this a multi-day
activity, you could give students the opportunity to bring in props or costumes. When each group has performed,
you could extend the activity with a discussion about how the conflict in the book helped move the action
forward. Ask them to find specific passages to give an example of this concept, explaining how it helps the plot
move along. This is a good activity to strengthen their critical thinking skills.
© Copyright 2008, Prestwick House, Inc.
T - 50
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Part Two
Performing a Skit
Objectives:
Recognizing types of conflict in a work of literature
Understanding how conflict works through creating skits
Activity
The main character in The Alchemist struggles with overcoming his fear when he is told to turn himself
into the wind near the end of the book. This kind of conflict is known as “character versus self.” Other
examples of conflict are “character versus nature,” or “character versus other character.” Can you think of
other characters or situations in the book in which these conflicts are present?
Form small groups and decide on a type of conflict you would like to represent. Create a skit to demonstrate
that conflict without telling your audience which of the three types of conflicts you are presenting. You can
adapt scenes from Part Two of the book, or you can create your own characters and situations. You don’t
need to write a script, but you will want to work together to come up with the best way to act out your
conflict. Practice as many times as you can before you perform your skit in front of the class. The more
creative you are, the easier it will be.
Audience members should wait until the end of the skit before guessing which of the three types of conflict
the skit represents. Each group should have a turn to guess before the performing group reveals its conflict.
S - 51
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Parts One and Two
Personification
Objective:
Recognizing personification and its purpose
Activity
One of the lessons the boy learns from the desert is that there’s an order to the universe, and every being has
its place. To emphasize this, near the end of Part Two, the desert asks Santiago, among a few other questions,
“What is love?” When human characteristics, such as speaking, hoping, etc., are given to objects, animals,
or nature, it is called personification.
Find examples of personification in the book and list them in the following chart along with what you
believe is the intended lesson or message.
Note to the Teacher: Students’ examples will vary. If students have difficulty determining the meaning of a
passage, you can advise them that it may become clear id they read the surrounding text.
© Copyright 2008, Prestwick House, Inc.
T - 52
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Parts One and Two
Personification
Objective:
Recognizing personification and its purpose
Activity
One of the lessons the boy learns from the desert is that there’s an order to the universe, and every being has
its place. To emphasize this, near the end of Part Two, the desert asks Santiago, among a few other questions,
“What is love?” When human characteristics, such as speaking, hoping, etc., are given to objects, animals,
or nature, it is called personification.
Find examples of personification in the book and list them in the following chart along with what you
believe is the intended lesson or message.
S - 53
Reproducible Student Worksheet
Teacher’s Page The Alchemist
PERSONIFICATION CHART
Example of Personification
© Copyright 2008, Prestwick House, Inc.
Message or Lesson
T - 54
Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
PERSONIFICATION CHART
Example of Personification
Message or Lesson
S - 55
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Parts One and Two
Understanding Omens
Objectives:
Identifying and analyzing omens
Understanding the use of omens in the story
Activity
An omen is an interpretation of something as a sign that helps us make a decision or answer a question. Omens
appear in many forms: dreams, superstitions, talismans, coincidences, objects, events, feelings, people, etc.
Some people don’t agree with the concept of omens, but they are an integral part of The Alchemist. The author
uses omens as a means of guiding Santiago through the decisions he needs to make to achieve his Personal
Legend. The interpretation of omens is subjective and can affect the outcome of a decision or situation in
many ways.
Form small groups and find at least 10 omens that appear throughout the book (Part One and Part Two). Choose
one member of your group to write down the omens you find. As a group, determine the meaning of the omens
and how they influence Santiago’s actions and impact his life. Then, as individuals, list a few occurrences in
your life that you interpreted as omens and how you responded to them. If the concept of omens is illogical to
you, write down situations you’ve encountered that could be perceived by others as omens.
After the lists are complete, your group will participate in a class discussion about the omens you found.
Then, conduct another discussion on your personal experiences regarding omens and how they influenced
your decisions and the course of your life. This part of the discussion is voluntary; you may choose
whether to share your experiences and thoughts with the class.
Note to the Teacher: There will be overlap in the omens that the groups find. Use the class discussion to compare
each group’s responses to the omens and invite opinions on what students would do in Santiago’s place. To extend
this activity, ask students to choose one of Santiago’s omens and speculate about how his path would have changed
if he had interpreted the meaning of the omen differently or responded to it in another manner. Sharing personal
experiences may be uncomfortable for some students, and there may be some who do not think that anything can
be perceived as a sign. It is acceptable for students to decline to participate in this part of the discussion. Depending
on the maturity level and disposition of the class, you may decide explore the students’ belief systems.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Parts One and Two
Understanding Omens
Objectives:
Identifying and analyzing omens
Understanding the use of omens in the story
Activity
An omen is an interpretation of something as a sign that helps us make a decision or answer a question. Omens
appear in many forms: dreams, superstitions, talismans, coincidences, objects, events, feelings, people, etc.
Some people don’t agree with the concept of omens, but they are an integral part of The Alchemist. The author
uses omens as a means of guiding Santiago through the decisions he needs to make to achieve his Personal
Legend. The interpretation of omens is subjective and can affect the outcome of a decision or situation in
many ways.
Form small groups and find at least 10 omens that appear throughout the book (Part One and Part Two). Choose
one member of your group to write down the omens you find. As a group, determine the meaning of the omens
and how they influence Santiago’s actions and impact his life. Then, as individuals, list a few occurrences in
your life that you interpreted as omens and how you responded to them. If the concept of omens is illogical to
you, write down situations you’ve encountered that could be perceived by others as omens.
After the lists are complete, your group will participate in a class discussion about the omens you found.
Then, conduct another discussion on your personal experiences regarding omens and how they influenced
your decisions and the course of your life. This part of the discussion is voluntary; you may choose
whether to share your experiences and thoughts with the class.
S - 57
Reproducible Student Worksheet
Teacher’s Page The Alchemist
Epilogue
Writing a Sequel
Objectives:
Extending the story through analysis of the book
Using plot development to improve writing skills
Activity
In the Epilogue, Coelho brings the story full-circle; Santiago returns to the place where his journey began
and finds the treasure that he has been seeking for so long. Coelho also answers the question that we all
have when our lives are challenged by a difficult situation or event—“Why?” However, Coelho leaves the
story open-ended. He leads the reader to believe that Santiago will return to Fatima at the oasis, but will
the boy follow through on his intention? Taking into consideration Santiago’s nature, beliefs, experiences,
and plans for his future, what path do you think his life will take?
Imagine that you are writing a sequel to The Alchemist. Write a synopsis of the plot of your book. Include
as many details as possible about what will happen to Santiago. Keep in mind the themes and concepts
that were presented in this book. Consider whether you want to continue with these elements or introduce
new concepts. Try to think beyond the information given in the Epilogue; use your knowledge of the entire
book to help you formulate ideas. Give your book an attention-grabbing title that relates to the sequel’s
content or message. Then, briefly list the major plotlines and explain the reasons for your decisions in the
following chart. One has been done for you as an example:
Note to the Teacher: Students’ sequels will vary, and any scenario is acceptable, as long as they provide a reasonable
and logical explanation for their decisions. This activity can be extended by conducting a class discussion in which
students share their ideas for the sequel. You could also ask them to design a cover for their book.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Epilogue
Writing a Sequel
Objectives:
Extending the story through analysis of the book
Using plot development to improve writing skills
Activity
In the Epilogue, Coelho brings the story full-circle; Santiago returns to the place where his journey began
and finds the treasure that he has been seeking for so long. Coelho also answers the question that we all
have when our lives are challenged by a difficult situation or event—“Why?” However, Coelho leaves the
story open-ended. He leads the reader to believe that Santiago will return to Fatima at the oasis, but will
the boy follow through on his intention? Taking into consideration Santiago’s nature, beliefs, experiences,
and plans for his future, what path do you think his life will take?
Imagine that you are writing a sequel to The Alchemist. Write a synopsis of the plot of your book. Include
as many details as possible about what will happen to Santiago. Keep in mind the themes and concepts
that were presented in this book. Consider whether you want to continue with these elements or introduce
new concepts. Try to think beyond the information given in the Epilogue; use your knowledge of the entire
book to help you formulate ideas. Give your book an attention-grabbing title that relates to the sequel’s
content or message. Then, briefly list the major plotlines and explain the reasons for your decisions in the
following chart. One has been done for you as an example:
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
SEQUEL CHART
Major Plotline
Santiago leaves Andalusia to pay the gypsy in
Tarifa.
Reason for Decision
Santiago promised the gypsy he would return to pay her. In the
Epilogue, Santiago states that the first thing he must do is pay the gypsy
on his way back to Fatima.
The rest will be student-generated
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
SEQUEL CHART
Major Plotline
Santiago leaves Andalusia to pay the gypsy in
Tarifa.
Reason for Decision
Santiago promised the gypsy he would return to pay her. In the
Epilogue, Santiago states that the first thing he must do is pay the gypsy
on his way back to Fatima.
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Wrap-Up
Literary Devices
Objectives:
Learning to identify literary devices
Understanding how literary devices are used to affect style
Activity
Using literary devices is a stylistic technique that a writer incorporates to tell a story. The selection of
devices a writer uses depends on the nature of the story or a writer’s personal preferences. Coelho uses a
variety of them in The Alchemist, which help to illustrate the messages he wants to convey.
Find examples in the book of the following literary devices. Write each example on the chart along with
the name of the literary device. Some passages are examples of more than one device. List as many as you
recognize. One has been done for you as an example.
• alliteration
• maxim
• personification
• hyperbole
• metaphor
• proverb
• juxtaposition
• paradox
• simile
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Wrap-Up
Literary Devices
Objectives:
Learning to identify literary devices
Understanding how literary devices are used to affect style
Activity
Using literary devices is a stylistic technique that a writer incorporates to tell a story. The selection of
devices a writer uses depends on the nature of the story or a writer’s personal preferences. Coelho uses a
variety of them in The Alchemist, which help to illustrate the messages he wants to convey.
Find examples in the book of the following literary devices. Write each example on the chart along with
the name of the literary device. Some passages are examples of more than one device. List as many as you
recognize. One has been done for you as an example.
• alliteration
• maxim
• personification
• hyperbole
• metaphor
• proverb
• juxtaposition
• paradox
• simile
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
LITERARY DEVICE CHART
Passage
Literary Device
Then, like a colony of worker ants, they dismantled their stalls and left.
simile
“It’s the simple things in life that are the most extraordinary
paradox
“The desert is a capricious lady, and sometimes she drives men crazy.”
personification
It was a strange furnace, fueled by firewood, with a transparent flask heating at the top.
alliteration
The ground was covered with the most beautiful carpets he had ever walked upon
hyperbole
Note to the Teacher: If students are unsure about the definitions of the literary devices, they may refer to the Appendix
of Terms and Definitions that is included with this Activity Pack. To extend this activity, ask students to write their own
examples of the devices, or ask them to transfer the ones they have located into a different term: simile to metaphor,
for example.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
LITERARY DEVICE CHART
Passage
Literary Device
Then, like a colony of worker ants, they dismantled their stalls and left.
simile
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Wrap-Up
Book Review
Objective:
Learning how to evaluate a book based on its major components
Activity
Any time you finish reading a book, your feedback is useful to publishers for marketing purposes and to the
people you talk to who are considering buying the book. Use the following chart to evaluate The Alchemist
in the following areas:
• Plot
• Characters
• Title
• Ending
• Themes
• Style
Evaluate The Alchemist by scoring each category from 1 to 10, with 1 being the least satisfactory and 10
being the most.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Wrap-Up
Book Review
Objective:
Learning how to evaluate a book based on its major components
Activity
Any time you finish reading a book, your feedback is useful to publishers for marketing purposes and to the
people you talk to who are considering buying the book. Use the following chart to evaluate The Alchemist
in the following areas:
• Plot
• Characters
• Title
• Ending
• Themes
• Style
Evaluate The Alchemist by scoring each category from 1 to 10, with 1 being the least satisfactory and 10
being the most.
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
EVALUATION CHART
Aspect of the Book
Rating
Comments
Plot: Did you want to keep reading to
see what would happen next?
Characters: Did they seem real to you?
Title: Is it appropriate for the novel?
Ending: Were you satisfied?
Themes: Did you find meaning in the
book?
Style: Did you like the way the book
was written?
Note to the Teacher: When students are finished, survey the class and arrive at an average score for the book.
For further discussion, ask what the author could have done differently to make the book better, even if they gave
generally high scores for it.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
EVALUATION CHART
Aspect of the Book
Rating
Comments
Plot: Did you want to keep reading to
see what would happen next?
Characters: Did they seem real to you?
Title: Is it appropriate for the novel?
Ending: Were you satisfied?
Themes: Did you find meaning in the
book?
Style: Did you like the way the book
was written?
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Wrap-Up
Jeopardy Game
Objective:
Constructing a game to test overall comprehension of the book
Activity
For the game show “Jeopardy,” contestants must provide answers in the form of a question. Divide into
two groups. Each group will write jeopardy “questions” and “answers” for each of the boxes on the game
board below. It should include the details from the entire book. Remember to adhere to the difficulty
levels, making your easiest answers worth 200 points and your most difficult worth 1000.
Look at the samples below. For the answer under the Message in Dialogue category, “The boy and the
desert discuss the falcon,” the contestant could respond with the question, “What is the dialogue where
the boy discovers that everything is connected?” This is more difficult than the answer in the second
column for 200 points, “He met the boy in the marketplace,” which could be answered with the question,
“Who is the King of Salem,” or “Who is Melchizedek?”
Places
Which Character?
Plot Details
Literary Terms
Message from Dialogue
200
He met the boy in the
marketplace.
200
200
200
400
400
400
400
400
600
600
600
600
600
800
800
800
800
The boy and the desert discuss
the falcon.
1000
1000
1000
1000
1000
Turn in your game board and answers once it is complete.
Note to the Teacher: To turn this into an actual game of Jeopardy, have the two groups exchange jeopardy boards.
You could then divide each group into four smaller groups. Treat each group as a separate contestant, using
the clues from the other team for every “contestant.” To eliminate any confusion over “buzzing in,” take turns
among teams, and give each team a time limit to answer the question. If they reach the limit, give the next team
an opportunity to choose the same category or a new one. If the rules make the game too complicated, or you
don’t want to insert the competitive aspect into the activity, just ask the two groups to turn in their jeopardy
boards and use the clues for a comprehensive test review.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Wrap-Up
Jeopardy Game
Objective:
Constructing a game to test overall comprehension of the book
Activity
For the game show “Jeopardy,” contestants must provide answers in the form of a question. Divide into
two groups. Each group will write jeopardy “questions” and “answers” for each of the boxes on the game
board below. It should include the details from the entire book. Remember to adhere to the difficulty
levels, making your easiest answers worth 200 points and your most difficult worth 1000.
Look at the samples below. For the answer under the Message in Dialogue category, “The boy and the
desert discuss the falcon,” the contestant could respond with the question, “What is the dialogue where
the boy discovers that everything is connected?” This is more difficult than the answer in the second
column for 200 points, “He met the boy in the marketplace,” which could be answered with the question,
“Who is the King of Salem,” or “Who is Melchizedek?”
Places
Which Character?
Plot Details
Literary Terms
Message from Dialogue
200
He met the boy in the
marketplace.
200
200
200
400
400
400
400
400
600
600
600
600
600
800
800
800
800
The boy and the desert discuss
the falcon.
1000
1000
1000
1000
1000
Turn in your game board and answers once it is complete.
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Reproducible Student Worksheet
Teacher’s Page The Alchemist
Wrap-Up
Movie Poster
Objectives:
Using images to summarize a story
Visualizing the book as a movie
Promoting The Alchemist through advertising
Activity
Imagine that you are producing a film version of The Alchemist. Your responsibilities include choosing a
cast and promoting the movie. You must consider what actors and actresses would be the most effective in
conveying each character’s personality and appearance. You must also advertise the movie for maximum
exposure and impact. One of the most effective methods of advertising a movie is by creating a poster that
can be strategically placed in theaters, magazines, the Internet, and other highly visible locations. Determine
who the main characters are in The Alchemist, and choose the actors and actresses you would cast for each
role. Then, design a poster to promote the film. Use poster board to create your advertisement; the larger
it is, the more visible your images will be. Be creative, and keep the themes or motifs of the story in mind.
Reviewing past and current movie advertisements can be helpful for inspiration and ideas. You may use any
materials from any source; but your poster must include the following components:
• the title of the movie
• a picture of at least one or two of the characters (in any format or design)
• an enticing catchphrase (a word, phrase, or statement)
• the names of the actors and actresses you’ve chosen, author of the book, producer, director, date of
release, film company (e.g., 20th Century Fox, Paramount, etc.) Except for the author and actors,
the information can be fictional.
You can certainly add to this list, but remember that you must grab a person’s attention as quickly as possible;
use simplicity and powerful images to create interest.
Note to the Teacher: This activity is a good way for students to express their overall impressions of the book. Although the
posters will vary, they should demonstrate that students have an understanding of the book’s concepts. If students have
difficulty forming ideas, you could provide some direction to get them started. The following are some suggestions:
• choose a major theme or one of the motifs
• illustrate one or more of the settings as a backdrop for the story
• focus on Santiago’s Personal Legend
• focus on Santiago’s journey to fulfill his Personal Legend
• market the film from different perspectives (e.g., a drama, an adventure, a mystery, a love story, etc.)
• Emphasize the symbols, dreams, and/or omens
• Choose one of the conflicts presented in the book
To extend this activity, you might want to ask students to explain their casting choices and the intent of their
design either in a class discussion or in a paragraph that would accompany their poster.
© Copyright 2008, Prestwick House, Inc.
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Student’s Page­
Name: ________________________________
The Alchemist
Date:_________________
Wrap-Up
Movie Poster
Objectives:
Using images to summarize a story
Visualizing the book as a movie
Promoting The Alchemist through advertising
Activity
Imagine that you are producing a film version of The Alchemist. Your responsibilities include choosing a
cast and promoting the movie. You must consider what actors and actresses would be the most effective in
conveying each character’s personality and appearance. You must also advertise the movie for maximum
exposure and impact. One of the most effective methods of advertising a movie is by creating a poster that
can be strategically placed in theaters, magazines, the Internet, and other highly visible locations. Determine
who the main characters are in The Alchemist, and choose the actors and actresses you would cast for each
role. Then, design a poster to promote the film. Use poster board to create your advertisement; the larger
it is, the more visible your images will be. Be creative, and keep the themes or motifs of the story in mind.
Reviewing past and current movie advertisements can be helpful for inspiration and ideas. You may use any
materials from any source; but your poster must include the following components:
• the title of the movie
• a picture of at least one or two of the characters (in any format or design)
• an enticing catchphrase (a word, phrase, or statement)
• the names of the actors and actresses you’ve chosen, author of the book, producer, director, date of
release, film company (e.g., 20th Century Fox, Paramount, etc.) Except for the author and actors,
the information can be fictional.
You can certainly add to this list, but remember that you must grab a person’s attention as quickly as possible;
use simplicity and powerful images to create interest.
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Reproducible Student Worksheet
Appendices
Terms and Definitions
Allegory – a story that represents abstract ideas or moral qualities. An allegory has both a literal and a
symbolic level of meaning. Example: Gulliver’s Travels.
Characterization – the methods, incidents, speech, etc., an author uses to reveal the people in the book.
Characterization is depicted by what the person says, what others say, and by his or her actions.
Conflict – the struggle that moves the action forward in a work of literature. There are three types of conflict, and most books include all three: man versus man (Example: a typical Western, in which the
sheriff confronts the outlaw); man versus nature (Example: a story about someone surviving in a
small boat on the ocean); man versus himself (Example: a character in a story fighting his or her own
drug abuse). Some authorities consider man versus society a fourth category of conflict (Example: a
character in a book fighting against the Nazis).
Dialogue – conversation between two or more characters.
Figurative Language – words and phrases that have meanings different from their usual ones in order to
create a poetic and/or literary effect. Examples: Love certainly has its own seasons; crumbling cities
made of matches.
Flat or Static Character – a one-dimensional character who lacks diversity and complexity; a character
who is either all good or all bad and does not change. Because the character behaves in just one way,
he or she is easy to comprehend. Example: Sherlock Holmes seems to be calm, deliberative, and in
complete charge, regardless of the situation.
Foreshadowing – the use of hints or clues in a story to suggest what action is to come. Foreshadowing is
frequently used to create interest and build suspense. Example: The prophet, Tiresias, in Oedipus Rex
says that Oedipus is blind for not seeing the truth about his parentage and the murder of Laius. When
Oedipus learns that he is the murderer and Jocasta is his mother, he blinds himself with his mother’s
brooches.
Imagery – the use of words to evoke impressions and meanings that are more than just the basic, accepted
definitions of the words themselves. Example: The quotation, “Get thee to a nunnery,” from Hamlet
implies that Ophelia must regain her purity and chastity and does not simply mean that she needs
to go to a convent.
Inference – the act of drawing a conclusion that is not actually stated by the author. Example: In The Pigman, John and Lorraine are writing a “memorial epic” about Mr. Pignati. Therefore, the reader may
logically assume that Mr. Pignati dies in the book.
Literal Meaning – the simplest, most obvious, and straightforward meaning of a story. Example: Shane.
Metaphor – a comparison of two things that are basically dissimilar in which one is described in terms of
the other. Example: The moon, a haunting lantern, shone through the clouds.
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74
Motif – a situation, incident, idea, or image that is repeated significantly in a literary work. Examples: In
Hamlet, revenge is a frequently repeated idea. In The Catcher in the Rye, Holden continually comments on the phoniness of people he meets.
Narrator – the one who tells the story. The narrator must not be confused with “author,” the one who
writes the story. If the narrator is a character in the book, the proper term is “first-person narration.”
Example: Moby Dick is narrated by Ishmael, a crewmember. If the narrator is not a character in the
book, the correct term is “third-person narration.” Example: Sense and Sensibility.
Parable – a brief story or tale that illustrates a moral or life lesson. Example: Jesus’ story of the loaves and
fishes.
Personification – a figure of speech in which an object, abstract idea, or animal is given human characteristics. Examples: The wall did its best to keep out the invaders.
“Because I could not stop for Death,
He kindly stopped for me.”
– Emily Dickinson
Plot – the pattern of events in a literary work; what happens.
Poetry – literature that is arranged in lines of differing and arbitrary lengths, not in paragraphs as in prose.
Sound, rhythm, and literary terms are more of an integral part of poetry than they are in prose. Examples: Milton’s Paradise Lost, Shakespeare’s Sonnets.
Point of View – the position or vantage point, determined by the author, from which the story seems to
come to the reader. The two most common points of view are First-person and Third-person. Examples: First-person point of view occurs in The Adventures of Huckleberry Finn; the reader receives all
information through Huck’s eyes. An example of third-person point of view is Dickens’ Hard Times,
in which the narrator is not a character in the book.
Prologue – the introductory portion of certain books.
Round Characters – characters that have many sides; they have both faults and virtues and, therefore, are
able to surprise the reader. They are like real people. Example: Shylock in The Merchant of Venice is
arrogant, humble, proud, meek, angry, and submissive, and has many other qualities.
Setting – when and where the short story, play, or novel takes place. Examples: Macbeth takes place in
the eleventh century in Scotland. The Old Man and the Sea has its main setting on the ocean outside
Havana, Cuba, in an unspecified time in the middle-to-late 20th-century.
Simile – a comparison between two different things using either like or as. Examples: I am as hungry as
a horse. The huge trees broke like twigs during the hurricane.
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Style – the way an author chooses and uses words, phrases, and sentences to tell the story. For example,
in an action/adventure story, the author may use simple words and short, choppy sentences, because this style moves the story along quickly. In a story about a college professor, the same author
may choose to use polysyllabic, unfamiliar words, and long, convoluted sentences.
Theme – the central or dominant idea behind the story; the most important aspect that emerges from how
the book treats its subject. Sometimes theme is easy to see, but, at other times, it may be more difficult. Theme is usually expressed indirectly, as an element the reader must figure out. It is a universal statement about humanity, rather than a simple statement dealing with plot or characters in the
story. Themes are generally hinted at through different methods: a phrase or quotation that introduces the novel, a recurring element in the book, or an observation made that is reinforced through
plot, dialogue, or characters. It must be emphasized that not all works of literature have themes in
them. Example: In a story about a man who is diagnosed with cancer and, through medicine and
will-power, returns to his former occupation, the theme might be: “Real courage is demonstrated
through internal bravery and perseverance.” In a poem about a flower that grows, blooms, and dies,
the theme might be: “Youth fades, and death comes to all.”
© Copyright 2008, Prestwick House, Inc.
76
Dramatization of Scenes in the Novel
Drama: Drama according to Aristotle is “imitated human action” presented through dialogue meant to
instruct or entertain.
Dramatic Monologue: A person speaks to a silent audience, revealing an aspect of his or her character,
expressing a great feeling.
Comments: Often, sections of literary works seem to portray intense or captivating interaction, drama,
between characters. While reading, visualize how the characters move in terms of their gestures and in
relation to each other. See them touching each other or backing away. Hear the tones in their voices and
the inflections, volume, and emphasis they use when they speak to each other. Imaginatively experience
the feelings and meanings they are communicating to each other. We do not expect that students will be
above-average performers, and we do not feel they should be judged on “acting” as a major criterion in
any dramatization. Students should be expected to capture the characters they portray and exhibit the
truth of whatever the activity calls for. These types of activities are not intended to be polished Hollywood
performances, nor the quality one would even see on a High School stage. That takes a class in drama or a
group of talented performers who have a great deal of time to prepare. Our acting activities are designed
only to reveal character or plot to the audience.
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Directions for Interviews
Planning in Small Groups
First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide what
you want to use as your specific questions.
Second, anticipate what the person being interviewed will answer. Use as many quotations from the text
as possible. The answers should be consistent with things the character or narrative text says.
Finally, plan the interviewer’s summary remark. Try to explain how the information in the questions/
answers relates to the plot in general and thematic ideas of the novel.
© Copyright 2008, Prestwick House, Inc.
78
Writing Poems
1. Definition Poem
• Start with an abstract word. Then give images of that word.
• Definition poems can begin as follows:
Happiness is
or
A delinquent’s life is
• The lines that follow define the abstraction by giving specific, detailed examples or images. 2. Cinquain – a poem 5 lines long that does not rhyme.
• Line 1 has two syllables
• Line 2 has four
• Line 3 has six
• Line 4 has eight
• Line 5 has two again
My dog
The best, I think
Of course, you may have one.
Mine has to be cuter than yours
She’s mine
3.Diamantes – A diamante is a diamond-shaped poem based on contrasts. Although there are variations,
the most common pattern produces a seven-line poem with the following form:
• Line 1 – one word, usually a noun
• Line 2 – two adjectives that describe the noun
• Line 3 – three participles also describing the noun
• Line 4 – provides a transition from the word in line 1 to the word in line 7
• Line 5 – three participles that describe the noun in line 7
• Line 6 – two adjectives that describe the noun in line 7
• Line 7 – a noun that contrasts with line 1
Fire
orange and yellow
licking, leaping, lighting
caught between desire and indifference
staring, glaring, glistening
silver and blue
Ice
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© Copyright 2008, Prestwick House, Inc.
4.Many other types of poems are written in a free, non-rhyming form, without a standard meter, but
arranged in stanzas. These will probably be the easiest for you to write, although you are encouraged
to attempt all types of poetry.
The thousand knights in armor
And on horses
Flew down the hill,
Yelling their ferocious battle cries
To make us tremble and retreat.
We stayed,
Ready to meet our death
Proudly.
5.One of the most well-known poetic forms is Haiku, and it is quite simple to write. It consists of three
lines only that may not rhyme. The first line has 5 syllables, the second has seven, and the third has
five again.
Many winters pass;
The oak grows taller each year.
When will acorns form?
© Copyright 2008, Prestwick House, Inc.
80
Small Group Learning
Small Group Learning is defined as two to five students working together for a common goal. For it to be
successful, three basic elements must be present.
1.SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills, do
not participate as effectively as they might in small group work. Like any other skill, those needed
for group work must be identified, practiced, and reinforced. To this end, we have included a Social
Skills Behavior Checklist which we will ask you to use to rate your group. At this time, please read
the related objectives listed below.
Social-Behavioral Objectives
1. Everyone is addressed by his or her first name.
2. Everyone speaks quietly in order not to disturb other groups.
3. No one ever uses put-downs or name calling.
4.Everyone is always physically and mentally part of the group. The following are prohibited and
may result in the group’s grade being lowered:
A. Putting one’s head down on the desk.
B. Reading or working on unrelated items.
C. Moving about the room or talking to members of other groups.
5. Everyone is encouraged to participate and does participate.
6. Everyone offers praise and encouragement.
7.Everyone recognizes that on some points of opinion two equally valid points of view can be
supported.
8.Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength
of the facts that support it.
Social-Intellectual Objectives
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Ideas are discussed aloud.
Ideas are summarized.
Clarification is asked for and received.
Explanations are given until everyone understands.
Ideas, not people, are criticized.
Difficult ideas are paraphrased.
Multiple points of view are examined.
Work is organized within available time and available resources.
Questions are asked and answered satisfactorily.
Ideas are examined, elaborated on, and pulled together.
Reasons and rationale are asked for and provided.
Conclusions are challenged with new information.
Ideas are created in brainstorming.
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2.POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part of the
students “that we are all in this together; we either sink or swim as a group.” In terms of this unit, it
may mean that everyone in the group will share the group grade on the project, whether it is an “A”
or an “F.”
3.INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how well
the students have mastered the objectives being taught. Therefore, you must understand that the
small group process, while it is more fun than other methods, is serious business. At the conclusion
of this unit, a test may be used to evaluate how well each individual has mastered the objectives. As
a consequence, the student who slacks off in the group or in his homework not only lets the group
down, but also hurts him or herself.
© Copyright 2008, Prestwick House, Inc.
82
Procedures for Small Group Work
As well as mastery of content and concepts, grades will be based on the demonstration of the following
skills.
1.Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from multiple
points of view and critically probe for strengths and weaknesses.
2.Group Social Skills – Before anything else can be mastered, the small group must function effectively
as a learning unit, which makes the mastery of these skills the first priority.
Linguistic-Intellectual
Examples of these skills in action
Skills to be Demonstrated
Explaining
It seems to me…
One way of looking at it…
How does everyone feel about…
The idea that…
Encouraging
What’s your idea?
I didn’t think of that.
Good idea!
That helps.
Good; go on with that thought.
Clarifying
Let’s put it this way...
Perhaps if we draw a chart...
It may mean that....
How does this sound...
Where does this lead us?
Elaborating
That’s right and it also may include...
Another instance of that is when...
A point we might also include...
Qualifying
I agree with your premise, but...
I see it leading somewhere else...
That is one reason, but it may also...
I agree with the examples, but I come to a different conclusion.
Does that conclusion hold up in every instance?
Questioning
Why do you say that?
What is the proof for that conclusion?
Is that a valid generalization?
How did you reach that point?
Disagreeing
It seems to me there could be a different reason.
But looking at it from his point of view...
We may be jumping to a conclusion without looking at all the facts.
Here’s another way of looking at it...
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© Copyright 2008, Prestwick House, Inc.
Small Group Evaluation Sheet
Social-Behavioral Skills in our group
Poor
1.
2.
1
1
2
2
3
3
4
4
5
5
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
1
2
3
4
5
1
1
1
1
1
1
1
1
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3.
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Everyone is addressed by his or her first name.
Everyone speaks quietly. (If one group gets loud, other groups
get louder to hear each other.)
No one ever uses put-downs or name calling.
Everyone is always physically and mentally part of the group.
Everyone is encouraged to and does participate.
Everyone offers praise and encouragement.
Everyone recognizes that on some opinions, two
equally valid points of view can be supported.
Everyone also recognizes, however, that the worth of an idea
(opinion) depends on the strength of the facts that support it.
Good
Social-Intellectual Skills in our group
9.
10.
11.
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19.
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Ideas are examined and discussed aloud.
Ideas are summarized.
Clarification is asked for and received.
Explanations are given until everyone understands.
Ideas, not people, are criticized.
Difficult ideas are paraphrased.
Multiple points of view are examined.
Work is organized within available time and available resources.
Questions are asked and answered satisfactorily.
Ideas are examined, elaborated on, and pulled together.
Reasons and rationales are asked for and provided.
Conclusions are challenged with new information.
Ideas are created in brainstorming.
Total Score
© Copyright 2008, Prestwick House, Inc.
______________
84
Student Roles in Group Discussions
1.Reader: The reader’s job is to read the questions aloud and to be sure everyone knows the meaning of
unfamiliar words and understands the questions.
2. Recorder: The recorder takes notes and is responsible for writing down the group’s final answers.
3.Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individuals
when they get too loud and for keeping track of the time. Because of a concern for finishing the
project on time, the monitor will be the one to get the students back on task when they stray or get
bogged down on one point.
4.Checker and Encourager: This person’s chief responsibility is to encourage all members to contribute,
to compliment when appropriate, and to remind everyone of the necessity of avoiding name calling
and/or put-downs.
85
© Copyright 2008, Prestwick House, Inc.
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