Highland Park High School English Department Text Rationale for The Alchemist Submitted by: Suzanne Dulaney 9/22/14 The Alchemist Paulo Coelho 1993 Title of Work Author Copyright date Rationale (including age/ability appropriateness and how text fits into the course’s philosophy and enduring understanding): Written by famed Brazilian author Paulo Coelho, The Alchemist is one of the most widely-­‐read books in the world. It has been translated into 56 different languages and has sold over 65 million copies worldwide. It tells the tale of Santiago, a young shepherd who sets out to discover his destiny despite sizeable obstacles. Exploring the thematic concepts of perseverance, transformation, spirituality, and love, the novel takes the reader along with Santiago on a journey of self-­‐discovery. The archetypal elements of the hero, the hero’s journey, and the changes that occur as a result make the work a perfect fit for the English I Pre-­‐AP curriculum. It is thematically similar to both The Odyssey and Life of Pi, which are also read in English I Pre-­‐AP. Summary: While sleeping near a sycamore tree in the sacristy of an abandoned church, Santiago, a shepherd boy, has a recurring dream about a child who tells him that he will find a hidden treasure if he travels to the Egyptian pyramids. Santiago soon meets a mysterious old man named Melchizedek, or the King of Salem, who seems able to read the young boy’s mind. He tells Santiago about good and bad omens and says that it is the shepherd boy's duty to pursue his Personal Legend. Convinced that he must pursue his dreams, Santiago sells his flock and heads to Tangier. After a thief steals all of Santiago's money, he finds work in the shop of a crystal merchant, where he makes improvements that reap considerable financial rewards. He leaves the shop after eleven months and joins a caravan traveling to Egypt. Santiago meets an Englishman who wants to learn the secret of alchemy, or turning any metal into gold, from a famous alchemist who lives at an oasis on the way to the pyramids. While traveling, Santiago begins listening to the desert and discovering the Soul of the World. The caravan eventually reaches the oasis, and there the caravan leader gathers the travelers together and tells them that tribal warfare prevents them from continuing their journey. During his stay at the oasis, Santiago meets the alchemist. The alchemist offers to cross the desert with Santiago but turns back eventually, claiming that the rest of the trip is Santiago's to make alone so that he can fulfill his Personal Legend. After communicating with the wind, the sun, and the “hand that wrote all,” Santiago achieves spiritual enlightenment and performs the feat of turning himself into the wind, thus mastering the art of alchemy. Finally, Santiago arrives at the Egyptian pyramids and begins to dig for his treasure. He finds nothing buried in the ground. Thieves beat Santiago and rob him of his money. After he tells them of his dream, though, one of the thieves recounts his own dream about a buried treasure in the sacristy of an abandoned church. Returning to Andalusia, Santiago goes back to the church where he dreamed of the treasure near the pyramids. He digs where he slept, beneath a sycamore tree, and there it is: Santiago's treasure. Merit Awards and Recognition : -­‐ Widely recognized as one of the best-­‐selling books in history -­‐ Holds the Guinness World Record for most translated book by a living author Benefit to Students: 1. Themes and Ideas: Again, this tale reinforces many of the key course ideas we study throughout the year. Furthermore, it ties into several other texts read in ninth grade on both literal and thematic levels. 2. Archetypes: This story is an excellent resource for reinforcing knowledge of archetypes, thereby helping students make connections between different literary genres. Brief description of proposed classroom activities generated by text: Class discussions Reading checks (quizzes over plot events) Vocabulary activities Group activity: Using hashtags to create thematic statements Expository Essay: Students are given a prompt based on an idea/quotation from the story Major Test List of the TEKS/STAAR/HPISD curricular objectives the proposed text supports TEKS (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; (C) analyze the way in which a work of fiction is shaped by the narrator's point of view; and (D) demonstrate familiarity with works by authors from non-­‐English-­‐speaking literary traditions with emphasis on classical literature. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-­‐ended situations that include transitions and the rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. STAAR The expository essay written in conjunction with The Alchemist is most freshmen students’ first exposure to expository writing. The essay prepares them for the STAAR essay test as they are required to formulate a thesis and support it with reasons. They must then develop their reasons with specific and well-­‐chosen examples. Clarification of any potentially controversial segments* (issues related to language often deemed “vulgar,” nudity, sexuality, violence) and why the text remains a suitable choice, despite being potentially controversial *NOTE Any objectionable language or scenes should be highlighted in the text for Committee consideration and indicated by page number below NOT APPLICABLE / NONE Similar Works: The Pilgrimage by Paulo Coelho; The Four Agreements: A Practical Guide to Personal Freedom by Don Miguel Ruiz; Illusions: The Adventures of a Reluctant Messiah by Richard Bach. Submit this Text Rationale with an annotated copy of the text for Committee Consideration.