The+Alchemist

__THE ALCHEMIST __
 * Novel by: Paulo Coelho **
 * Novel Assessment by: David Ferreira **
 * ED/EN 3051 **
 * Novel Study Part A **

**Brief Synopsis: ** Paulo Coelho’s acclaimed modern classic //The Alchemist// delivers a fundamental message of hope, personal triumph and perseverance. The novel has inspired generations of readers to never give up on the pursuit of their dreams. Originally written in Portuguese, the novel currently holds the world record for the most translated book by a living author.

//The Alchemist// details the journey of a young shepherd boy named Santiago in pursuit of his Personal Legend. Santiago’s recurring dreams of a great treasure hidden at the base of the Egyptian pyramids encourages him to search for the meaning of his visions. After consulting a gypsy woman who advises him to go to Egypt, Santiago is then approached by a mysterious stranger named Melchizedek, who claims to be a wise king from a distant land. Melchizedek convinces Santiago to pursue his dream and embark on this spiritual journey of self-discovery and wealth. The adventurous Santiago sells his flock of sheep and sets out for the African desert in pursuit of his Personal Legend. Throughout his journey across the sands of the Sahara, Santiago‘s fate and free-will allows him to overcome dangerous obstacles while achieving new friendships and love. With the help of nature, God and a 200 year old alchemist, Santiago reaches his ultimate goal as the universe conspires to help him achieve his destiny.


 * A) In what grade level / course would you teach this text? Are there other courses for which it might also be appropriate? **

v //The Alchemist// is a short and easy read. The simple diction and easy to follow narrative makes it a very versatile and manageable text for most high school grade levels. I would recommend this text to be taught in senior level high school English courses in both the applied and academic levels. The central theme of the personal quest and self-discovery will connect directly with senior level high school students who are beginning their own personal journey in life and moving toward the progression of a post-secondary education.

o ENG3C – Grade 11 Applied English – College Preparation o ENG3U – Grade 11 Academic English – University Preparation o ENG4C – Grade 12 Applied English – College Preparation o ENG4U – Grade 12 Academic English – University Preparation

v The historical and religious framework of the text would make it appropriate to introduce and teach in History, Social Science, Studies in Literature, and Religion/Theology courses as well.


 * B) What are the main ideas/issues/teaching points which you would emphasize when teaching the text? (Consider the knowledge possibilities: social, topical, cultural, textual) **

v __**Textual Knowledge** :__

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The text is an easy read which is accessible for all reading levels. It follows the elements of a mythical adventure and reads much like a fable. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o It is written from a third person perspective and told in the past tense. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The third-person narrator is an anonymous omniscient spectator who focuses on the journey of the main protagonist Santiago. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The text is divided into two main parts and includes a prologue and epilogue. In each part, there are no specific chapter numbers as the text is merely separated into sections by stars/bullet-points which allows for a smooth and continuous flow to the story. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The text can be read by all ages; therefore it does not have a specific intended audience as the simplicity of its message of self-discovery can resonate with all individuals. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o Essentially, the author communicates in a universal language that speaks to what he describes as the Soul of the World.

v __**<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Topical Knowledge: **__

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The major themes and topics introduced in //The Alchemist// include the pursuit of Personal Legend, fate/free-will, and fear as an obstacle. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Pursuit of Dreams and Personal Legend**// – the text emphasizes that happiness in life is shaped by our Personal Legend. The concept focuses on the achievement of life goals and how we must sacrifice and combat great obstacles in order to achieve our dreams.


 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The protagonist Santiago is an example of how understanding our need to satisfy our Personal Legend enables us to find true satisfaction. For Santiago, finding his Personal Legend meant uncovering a treasure hidden in the pyramids of Egypt.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Fate & Free-Will**// – To what extent are life events governed by fate? To what extent are they governed by free-will? The text highlights the constant struggle between fate and free-will. The author emphasizes that in the pursuit of Personal Legend one does not need to choose between the two, essentially the universe collaborates with an individual’s intuition to fulfill their ultimate goal.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Santiago’s journey is strained by the battle between fate and free-will. The individual decisions that he makes have enabled him to embark on this journey, nonetheless Santiago relies on prophetic symbolism to reassure him that the universe conspires in his favour.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Fear as an Obstacle**// – fear as an obstacle is one of the most prevalent themes in the novel because it is quite simply an impediment to achievement. The author brings light to the concept of fear as a universal hindrance to personal development. Essentially no matter whom you are or where you come from, fear is the central deterrent to achieving your dreams.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Throughout his journey, Santiago struggles to make various decisions because he is essentially afraid of the outcome. One specific example is how Santiago fears that the pursuit of his Personal Legend will cause him to lose the love of Fatima.

v __**<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Social Knowledge: **__

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //The Alchemist// tells us that society poses many great obstacles in the individual’s pursuit of Personal Legend. The text’s emphasis on social conflict, parental pressures, and the theme of love vs. dreams provides clear parallels to modern society. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Social Conflict**// – in society there has been and there always will be conflicts based on political or social constructs. The text shows us that our ability to progress within a society is dependent on the ethics, morals and values that we hold true as individuals.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">During his journey, Santiago encounters eminent danger as a result of the tribal wars in the Sahara desert. This presents an impediment to the pursuit of his Personal Legend, as he is forced to turn himself into the wind in order to prove to the tribesmen that he has the power to destroy their camp and free himself and the Alchemist. In doing so, Santiago not only maintains his own personal beliefs but inspires the forces of nature (the sun and the wind) to do the same.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Parental Pressures**// – How do the expectations of parents impact the life decisions of their children? Fundamentally, do these decisions and pressures equate to happiness for the children.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">This theme is prevalent in Santiago’s decision to pursue his own Personal Legend rather than his parents wish for him to enter a life of priesthood. Instead, Santiago decides to become a shepherd and pursue his dream of travel.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Love vs. Dreams**// - throughout society individuals are essentially challenged to define their lives on the basis of love or the pursuit of their dreams. The message in the text reminds us that choosing to follow your dreams does not eradicate the existence of love.
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The relationship between Santiago and Fatima is a testament that love and the pursuit of dreams can co-exist.

v __**<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cultural Knowledge: **__

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The setting of the novel shifts from Spain to the Sahara desert of northern Africa and comes to an end at the pyramids of Egypt. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o Arabic culture is at the fore-front of the text. The text is effective in illustrating some of the spiritual beliefs of this culture. An example of this can be seen in the prevalence of omens. o //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Religious Cultures **// – <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">the text makes various references to biblical symbols and parables in the Christian and Islamic faiths/cultures. Some examples in the text include – reference to God/Allah, the crystal merchant is of Muslim faith, and many characters have biblical names such as Fatima and Melchizedek. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">o //**Omens**// – an omen is a prophetic sign. Given this definition, how do we interpret cultural omens and superstitions in our daily lives?
 * <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Santiago uses the stones Urim and Thummim which were given to him by the King prior to his journey as auspicious symbols of guidance toward his pursuit of his Personal Legend.


 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">C) What are the issues / challenges you might encounter in teaching the text? **

v <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The challenge in teaching //The Alchemist// is dealing with the religious content. The text connects many of its main ideas to the Christian and Islamic faiths and makes numerous biblical references. As a result, it could be difficult to teach this text in either a Catholic or public school setting. v <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students would require some background knowledge and preparation of basic religious teaching as well as historical components of faith in order to understand many of the omens and biblical symbolism from the text. v <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The text can also be difficult to contextualize as the author provides no specific time frame of the ancient period which the story takes place. Although this is specifically done by the author to ensure that the reader absorbs the full content of the message rather than be caught up in the specifics of the setting. v <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">The simplistic nature of the text can also pose a challenge as students may easily overlook or disregard major themes.


 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">D) Describe one possible assignment / activity which you could use when teaching the text. How does it connect to the curriculum expectations of the course you are teaching? **

v __**<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Journals of Self-Discovery – The Pursuit of a Personal Legend **__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o Students will be asked to compile three separate journal entries approximately two-pages each in length detailing their own personal ambitions and dreams in comparison to the Personal Legend of the protagonist Santiago. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o The journal entries should be in line with the sequence of the text and relate directly to the process of Santiago’s journey. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o **1st Journal** – in the first journal, students will be asked to identify their dreams and goals in life and discuss the root of these ambitions. The students will also be asked to compare their own dreams to Santiago’s Personal Legend. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o **2nd Journal** – in the second journal, students will be asked to identify the major obstacles and roadblocks they feel will hinder the pursuit of their dreams. Again, the students will also be asked to make connections to the obstacles faced by Santiago. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o **3rd Journal** – in the final journal, students will be asked to reflect on the dreams they have put forward and the obstacles they will face in attempting to fulfill these dreams. Furthermore, students will be asked to provide detailed solutions on how they feel they can overcome the obstacles in helping to achieve these goals. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o After completion of the journals, students will be asked to assess the concept of realism and determine whether or not their dreams and expectations are realistic.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">o __**Curriculum Expectations**__ –
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Reading and Literature Studies//** - Read and demonstrate an understanding of texts using a range of strategies to analyse and assess the themes, ideas and meaning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1.1** – read a variety of texts from diverse cultures and historical periods.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1.3** – demonstrate understanding of important ideas in the text.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1.6** – analyse the important themes and ideas of the text
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Writing//** – generate and organize ideas and information to write for an intended purpose.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1.1** – identify the topic and purpose of writing assignment.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1.2** – generate, expand, and explore ideas in writing.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1.4** – organize main ideas and support details in writing.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**2.5** – explain beliefs, values and personal ideas in writing.