Annotated Bibliography (compiled by Heidi Lutz) |During Reading|After Reading| 10 Before Connections Harry Potter and the Sorcerer’s Stone, video. : Harry Potter. Dir. Chris Columbus. Perf. Daniel Radcliffe, Rupert Grint, Emma Watson. 2001. DVD. Warner Bros., 2002. This will be an introduction to alchemy that I will show my students to get them excited about doing their own research on alchemy. I will show the movie clip where Professor Snape introduces Hogwarts students to alchemy, and the movie clip where Hermione explains Nicolas Flammel and the Sorcerer’s Stone to Harry and Ron. “The Alchemy Website”: The Alchemy Website. 10 Jan. 2006. Adam McLean. 10 October 2006 <http://www.levity.com/alchemy/texts.html>. http://www.levity.com/alchemy/texts.html I will assign groups of 4 to read selected alchemist texts from this site. Groups will be responsible for defining an assigned alchemy term from the book. Then, I will reassign groups so that every group has each text represented, and every member of the group will present their research. This way, students will have a fairly comprehensive background understanding of the alchemy terms in The Alchemist, before they start the novel. Alchemy and the Philosopher’s Stone: Alchemy and the Philosopher’s Stone: Ancient Writings. 2006. World Mysteries. 11 October 2006 <http://www.world-mysteries.com/awr_alchemy.htm>. http://www.world-mysteries.com/awr_alchemy.htm I will print off pictures of artifacts, descriptions, and translations from this website as a hand- out for students. The Philosopher’s Stone and tablets are made reference to in the novel; these pictures will accompany them in their cooperative learning groups, as they are defining terms. Andalusian countryside photo: Andalusian Countryside Photo. n.d. 11 October 2006 <http://community. iexplore.com/photos/journal_photos/80_visiogeneral.JPG>. http://community.iexplore.com/photos/journal_photos/80_visiogeneral.JPG I will show students this photo of where the story begins to give them a visual background. I will have them do an in class free-write predicting what it would be like to live their. Andalusian history: An Historical Overview of Southern Spain. n.d. Andalucia.com 11 October 2006 <www.andalucia.com/history/home.htm>. http://www.andalucia.com/history/home.htm I will have students read this in class as a historical background for the fictitious setting where The Alchemist takes place. Paulo Coelho’s biography: “Biography of Paulo Coelho.” HarperCollins.com 12 October 20006 <http://www.harpercollins.co.uk/Resources/extracts/Biog_Paulo_Coelho.pdf>. http://www.harpercollins.co.uk/Resources/extracts/Biog_Paulo_Coelho.pdf I will assign this brief biography of the author as homework, with the overview of Brazil history, so that students will understand the socio-political climate that The Alchemist was written in. Overview of Brazil/ Rio de Janeiro history and culture: “Brazil History and Culture.” iExplore.com. 2006. 15 October 2006 <www.iexplore.com/dmap/Brazil/History>. http://www.iexplore.com/dmap/Brazil/History I will assign this reading as homework to be studied with the author’s biography. Paulo Coelho’s picture: "Paul Coelho." LaWeb.com n.d. 9 October 2006 <http://www.lauweb.com/_images2/Image/Archivo%20de%20fotos/Espectaculos /Literatura/coehlo_h.jpg>. http://www.lauweb.com/_images2/Image/Archivo de fotos/Espectaculos/Literatura/coehlo_h.jpg I will show this picture in class when we talk about the author and discuss his biography. Students will make inferences about the life and works of the author, based on his picture. Interview with Paulo Coelho: Glauco Ortolano. “An Interview with Paulo Coelho: The Coming of Age of a Brazilian Phenomenon.” World Literature Today 77.1 (2003): 57-59. After we discuss the author’s biography and develop questions about his life and work, I will have two students pose as the author and interviewer and read the interview aloud to the class. Writing Assignment: Students will write about whether or not they believe in fate. Do they think that there is something in life that they are meant to do? What are their dreams for themselves? Are their families and friends supportive of them following their dreams? Do they feel that they have the power to achieve their dreams? 10 During Connections Reading Questions: Read Only. N.d. Mrs. Koplik. October 20 <http://home.cogeco.ca/~rayser3/The Alchemist by Paulo Coelho.doc>. http://home.cogeco.ca/~rayser3/The Alchemist by Paulo Coelho.doc Reading questions for students to fill out throughout the book to aid in their understanding and ability to participate during class discussion on the book. Geography Group Project: In groups of three, students will provide a visual presentation and historical background of an assigned location from a provided list, which has all of the locations that Santiago visits in the story. Presentations will be short: 3-5 minutes, and modeled after my presentation of Andalusia. Class Project: As a class, we will map out Santiago’s journey on the bulletin board; we will use pictures and pertinent facts from students’ geography group projects. Vocabulary: Read Only. N.d. Mrs. Koplik. October 20 <http://home.cogeco.ca/~rayser3/The Alchemist by Paulo Coelho.doc>. http://home.cogeco.ca/~rayser3/The Alchemist by Paulo Coelho.doc A list of vocabulary words from the book will be provided (words compiled and page numbers provided by Mrs. Koplik’s site). Students must find the word’s usage in the book, as well as a dictionary definition; they will also be responsible for doing this with ten words of their own. Students will later be tested on these words. Greek Mythology: Narcissus, webpage Greek Mythology Link. 1997. Carlos Parada & Maicar Förlag. October 21 <http://homepage.mac.com/cparada/GML/Narcissus.html>. http://homepage.mac.com/cparada/GML/Narcissus.html Students will follow along with me on this website (it will be viewed on the television), as they learn the story of Narcissus with pictures and a brief synopsis. This will be done in conjunction with the Prologue, where Santiago reads a spin off of this myth. Then, we will talk about the differences in the two accounts and the significance of these two differences. This will be done on the first day; we will read the Prologue together, and go over the myth and its significance together, as a class. Writing Assignment: Warm-up Santiago is guided by his dreams and by omens, which appear to him throughout his journey. Write about a noteworthy dream you have had, or about an omen that guided you somehow during the course of your life. How did you interpret the dream or omen, and how did it influence your life? Lecture Notes: Read Only. N.d. Mrs. Koplik. October 20< http://home.cogeco.ca/~rayser3/The Alchemist by Paulo Coelho.doc>. http://home.cogeco.ca/~rayser3/The Alchemist by Paulo Coelho.doc Another teacher has compiled useful supplementary information in lecture, for students to take notes on. These notes will enhance their understanding of the book. Background Information: Melchizedek Wikipedia. 20 October 2006. Wikimedia. 21 October 2006 <http://en.wikipedia.org/wiki/Melchizedek>. http://en.wikipedia.org/wiki/Melchizedek In the story, Melchizedek appears to Santiago and incites him on the path to understanding and fulfilling his personal legend. This is a link to relevant background information on the significant Bible figure. I will copy this for students and have them read it as their warm-up, on the second day (after they have already been introduced to the character). Picture of a hookah: Wikipedia. 20 October 2006. Wikimedia. 21 October 2006 <http://en.wikipedia.org/wiki/Image:Qalyoon.jpg>. http://en.wikipedia.org/wiki/Image:Qalyoon.jpg On page 114, the Alchemist lights a fire that is “better than the scent of the hookahs”. Here is a picture of an ancient Persian woman using a hookah. What is Esperanto? Google Video. 27 August 2006. Google. 21 October 2006 <http://video.google.com/videoplay?docid=7125230226794698305&q=Esperanto&hl=en> http://video.google.com/videoplay?docid=7125230226794698305&q=Esperanto&hl=en This is a link to a video that explains the made-up language of Esperanto, in the language of Esperanto (there are subtitles in English). Santiago talks about one of his three goals: to learn Esperanto, which he is already fluent in. Students will be encouraged to ask questions and search for answers as they are reading, so I will ask them, “What is Esperanto?” Then I will show this video in response to my question in order to demonstrate the question asking and answering process. 10 After Connections Paulo Coelho’s online publication: “My Unforgettable Character.” Warriorofthelight.com. 2005. 11 October 2006 <http://www.warriorofthelight.com/engl/>. http://www.warriorofthelight.com/engl I will read aloud one of Paulo Coelho’s submissions to his online publication: “My Unforgettable Character”, Warrior of the Light. We will discuss his childhood story, as it is significant to The Alchemist, as a class. For a homework assignment, I will ask students to return to this webpage and read another submission of their choice, by the author, and write a one-page response to it. Their response could be similar in content to the class discussion, which followed our reading of “My Unforgettable Character”. Fables by Coelho: “Free Downloads.” PauloCoelho.com. 2006. 11 October 2006 <http://www.paulocoelho.com.br/engl/dow.shtml - ingles>. http://www.paulocoelho.com.br/engl/dow.shtml - ingles Coelho has a free downloadable PDF of fables: Stories for parents, children, and grandchildren. Students will each be given a different fable to read, then they will share their respective fables with their seating groups (based on their seating arrangements). After sharing the different fables with each other they will make a list of the necessary components of a fable. Group Writing Activity: After students have their lists of “what is a fable?”, they will pair-up with a student from another group and together, they will write a short fable. This will be on a separate day than the Fable sharing day, and if not finished in class students must get together outside of class. William Blake’s “Songs of Innocence and of Experience” Damrosh, David, and Kevin J. H. Dettmar, gen. eds. The Longman Anthology of British Literature: Volume 2A, The Romantics and Their Contemporaries. NY: Pearson Longman, 2006. 158-183. Students will analyze selected poems of Blake’s, as Coelho said that he was inspired by Blake. The selections studied in class will be: “Introduction”, “The Shepherd”, and “The Lamb”; we will focus on the theme of the individual’s spiritual journey from Innocence to Experience, and apply these ideas to Santiago’s journey in The Alchemist. Dream Journal: Students will start to keep a dream journal towards the end of the book. For one week they will write down their dreams, or daydreams. Then, they will try to interpret their meaning just as Santiago did: What are their personal legends? What are they going to do in their lives to accomplish them? Students will turn in a one-page paper with their conclusions, along with their one-week journal. Dream Book: *This idea comes from Mrs. Wulstenhume A goal not written down is a dream, and I want students to realize their dreams like goals. After completing their dream journals and self-analysis, I want students to make an artistic binder with many pages depicting their dreams for their own: academics, health, family, house, travel plans, education, etc. Students will have a couple of days in class, where supplies are provided, to talk openly with other students about their dreams as they complete these projects. Harry Potter Connection: Harry Potter. Dir. Chris Columbus. Perf. Daniel Radcliffe, Rupert Grint, Emma Watson. 2001. DVD. Warner Bros., 2002. Students will get to finish watching Harry Potter and the Sorcerer’s Stone, during which they must keep a list of connections between the magical realism movie and book. Students will begin watching this (as a reward for good behavior) on their last day of working on their dream books in class. Whitman Connection: Baym, Nina, gen. ed. The Norton Anthology of American Literature: Shorter Sixth Edition. NY: Norton & Company, 2003. 989- 1003. After turning in their connections between Harry Potter and The Alchemist, the class will discuss all of the connections that existed between the two as an intro to talking about connections found in Walt Whitman’s Leaves of Grass. As a class we will read from the Preface, and then we will make connections with Coelho’s Soul of the World idea. We will talk about one’s personal legend as it pertains to transcendentalism. A Middle-Eastern Treat: “Baklava.” Cooks.com. 2006. 17 October 2006 < http://www.cooks.com/rec/doc/ 0,1918,150191-226202,00.html>. http://www.cooks.com/rec/doc/0,1918,150191-226202,00.html A hyper-link to a recipe is attached. I will bring in some Baklava, a Middle-Eastern treat, in celebration of the region that we had been studying. Students will be able to enjoy and appreciate the culture of Santiago’s adventure while they are working on their Dream Books. A Book Report: After finishing this unit on The Alchemist, students will be instructed to find another fantasy or magical realism book. I will allow them three to four weeks to complete their reading, as we begin into the next unit. Then, I would like them to make generalizations about this genre, and write a one page paper: a half paragraph summary of the new book, and a half page on the genre with examples from their book and The Alchemist.