Susan Fletcher's Alphabet of Dreams is an adolescent novel about two children from a fallen, royal Persian family who unintentionally go to Bethlehem for Jesus Christ's birth. In the beginning, Mitra and Babak beg for food and live in an abandoned dirt city hidden in caves amongst hills. Mitra discovers that her little brother, Babak, has the power to dream about a person's future. All this child must do is sleep while touching the property of someone else, and he can dream of some aspect or event in his or her future. At the insistence of a neighbor, she has Babak dream for other people in order to make enough money to enable them to find their family and return home. When other people discover his new power and aspire to use him for their own means, the children flee. Mitra fears for Babak's safety so she and he leave their hiding to evade capture. They are betrayed by some, trapped by foes, helped by strangers who become friends, but eventually travel with the magi, or wise men, who use the stars to guide them to Bethlehem . Eventually, Mitra and Babak find out that his dreams hurt Babak and can eventually kill him. In the end, Babak teeters on the edge of destruction, having worn his poor body through the coerced dreams, but eventually recovers. Meanwhile, Mitra embraces womanhood and marries a friend who helps them escape from their captors earlier in the story. The children witness the nativity and the wise men's visit and also the evil deeds of Herod. It's a coming of age story for Mitra, offering themes of pride, growing up, ethics, trust, and more as these underestimated children fight to survive in a world trying to outwit them. Concerns: It may be difficult teaching this in a secular setting; however, it is an excellent way to approach religion in the classroom, as it focuses on a religious tradition in a fictional setting. Also, there is a section that describes Mitra undergoing puberty- starting her menstrual cycle and gaining breasts that would be awkward for a middle school boys. The book level is for middle school students so this could be tricky. I felt it was more of a pleasure-read rather than a book ready to be analyzed in the classroom. Reading Activities (compiled by Sarah Johnson) |During Reading|After Reading| Before Connections 1. Historical Connections “The Roman-Persian Wars” Wickipedia: the Free Encyclopedia . Last updated Sept. 13 2007. 22 Sept. 2007 < http://en.wikipedia.org/wiki/Roman-Persian_Wars >. Create a debate, where the teacher divides the class into both sides and then gives each an agenda to push their cases so that they can understand the sticky politics at the time. This would alleviate the students feeling detached from the characters' time, making it easier to comprehend themes in the book.   2. Beggars and Street-rats Aladdin . Dir. Ron Clements and John Musker. Perf. Scott Weinger and Robin Williams. Disney, 1992. Teachers can show the clip where Aladdin sings “On Jump Ahead” on the streets. He shows having to hide and also gives bread to small children beggars who were hiding. Why did the children have to hide? Look to Jasmine's suitor's reaction to Aladdin. For children, it would be more dangerous.   3. Figurative: The City of the Dead- Compared To Where Mitra and Babak Lived in the Beginning. Fulford, Michael. “City of the Dead: Calleva Atrebatum.” BBC: Excavation and Techniques . 22 Sept. 2007 < http://www.bbc.co.uk/history/archaeology/excavations_techniques/city_dead_01.shtml >. Discuss buried Roman cities and the possibility of the City of the Dead in the book referring to a city carved in the earth that eventually would have buried because it was a hidden city of beggars who didn't want to be found to begin with.   4. Do Dreams Come True? Johnson, Sarah. “Do Dreams Come True Assignment?” Have the students write about a time when their dreams have come true, or part of them have come true. Then, have them sit in groups of three or four and make a decision as a group, whether or not dreams can tell the future. This can lead into a during activity about Babak's dreams.   5. Literal City of Dead Lawyer, Andrew. “City of the Dead.” Archeological Institute of America . May 2006: 59; 3. 22 Sept. 2007 < http://www.archaeology.org/0605/abstracts/saqqara.html >. Discuss an alternate reference to a city of death. The City of the Dead may refer to a place of death. Archeoogists found an underground city where there are many corpses. Perhaps suffering communities of beggars faced death so often that they dubbed the place “city of death.”   6. Poem Comparison Longfellow, Henry Wadsworth. “The Slave's Dream.” Norton Anthology of American Literature. Ed. Nina Baym. 6 th ed. New York : Norton, 2003. 669. The slave envisions what his life would have been like in Africa , out of his current bondage. Therefore, teachers can have the students study the poem and compare it to how Mitra and Babak think about their future life and their dreams about what they think is their past. 7. Magi Information Missler, Chuck. “Who Were the Magi?” Lambert Dolphin's Library . Nov. 1999 Koinonia House Ministries. 22 Sept. 2007 < http://www.ldolphin.org/magi.html >. Teachers can discuss the political roles of Magi in the Persian society, comparing them to what people assume are simply religious titles.   8. Dream History Schulze, Brandan. “Dream History.” Think Quest Team 11189 . Ed. Heather Davis. 1997. 22 Sept. 2007 < http://library.thinkquest.org/11189/nfhistory.htm >. Discuss the history of dreams. Compare how the Eyptians, Greeks, and Romans interpreted dreams and connect those methods with Babak's dreams. Are they similar? Or merely fiction?   9. Street Children Shivdasani, Menka. “ Letters From Munbai: A Book About Street Children.” The Daily Star . Oct. 15 2005 5:494. 22 Sept. 2007. < http://www.thedailystar.net/2005/10/15/d51015210295.htm >. Discuss modern begging problems and how children are abused today so that they can realize that this really isn't a foreign concept.   10. Short Author Biography “Susan Fletcher.” Contemporary Authors Online , Thomson Gale , (2006). Literature Resource Center . Brigham Young University , Harold B. Lee Lib. 22 Sept. 2007 < http://galenet.galegroup.com.erl.lib.byu.edu/servlet/LitRC?vrsn=3&OP=contains&locID=byuprovo&srchtp=athr&ca=2&c=1&ste=6&tab=1&tbst=arp&ai=U17596379&n=10&docNum=H1000161579&ST=Susan+Fletcher&bConts=2191 >. Ask the class if anyone has read any of her other works. Examine the contemporary issues of her life. And, have the students memorize a short list of facts about the authors with the idea that they must connect those associations with her writing.   During Connections 1. Biblical Information on Wise Men “Three Wise Men.” Urban Legends Reference Pages. Ed. Barbara and David P. Mikkelson, (©1995-2007). Last updated 30 July 2007. < http://www.snopes.com/holidays/christmas/3wisemen.asp >. This website simply gives the straight facts from the Bible about the wise men. It shows what is myth versus recorded, comparing the details to Santa. This can show students how open the possibilities are in interpreting Fletcher's take on the story.   2. Poem About Stars Adams , Francis William Lauderdale, “Star Language.” Poetical Works of Francis W. L. Adams , (1887). Literature Resource Center . Brigham Young University , Harold B. Lee Lib, 29 Sept 2007. < http://lion.chadwyck.com/searchFulltext.do?id=Z500668384&divLevel=5&queryId=../session/1191120708_23294&trailId=114B9D4DB95&area=Poetry&forward=textsFT&warn=Yes&size=1Kb > This poem is very short and in simple language, discussing the language of stars, comparing it to love as well. Though it is open to religion, teachers can create a group activity discussing what the poem means to them. Then, once the conversation is directed to comparing the stars to love and language, apply it to the relationships and events of the stars in the book, especially with Balthazar, the wise man who discusses the stars. “The stars have grammar and meaning…they are an alphabet writ large upon the sky, in which we may read the smallest things—the pulses of the heart, the motions of the will” (181).   3. Culture Transition Bullough, Vern L. “The Roman Emprire vs. Persia , 363-502: a Study of Successful Deterrence.” The Journal of Conflict Resolution , (1963), 55-68. JSTOR . Brigham Young University , Harold B. Lee Lib, 29 Sept 2007 < http://www.jstor.org/view/00220027/ap010030/01a00070/12?searchUrl=http%3a//www.jstor.org/search/BasicResults%3fhp%3d25%26si%3d1%26gw%3djtx%26jtxsi%3d1%26jcpsi%3d1%26artsi%3d1%26Query%3dpersian%2bwomen%2bon%2btheir%2bperiods%26wc%3don&frame=noframe&currentR > This is just a good background to have so that teachers can answer questions about why it was difficult to switch territories like Mitra and Babak did. Also, it reminds readers that they were distinct cultures, showing an outside perspective on Judaism and Jerusalem . This may help explain why speculation about who was the prophesied king. Also, it can highlight the political differences between the wise men and King Herod.   4. Which Magus Are You? Johnson, Sarah. “Which Magus Are You?” Brigham Young University , 20 Oct 2007. Students must distinguish the differences and personalities of the magi in the book. Have the students split into groups of three groups and list the characteristics of the three Magi. The teacher then has the three representatives talk about whether it is ethical to use Babak for his dreams or not. Finally, the class must make a collective decision.   5. What Do Dreams Represent? Johnson, Sarah. “What do the dreams represent?” Brigham Young University , 1 Oct 2007. Read page 172, where Mitra explores the magi motives. Also, write a short essay on human desires and how they play a role in the sub-conscience.   6. What Is a Qanat? Lendering, Joan. “Qanat.” Livius.org . 1 Oct 2007. < http://www.livius.org/q/qanat/qanat.html > Mitra and Babal run through one of these for a while. This site simply defines what the qanat is and provides pictures. It will help them picture ancient plumbing.   7. The Literal Eye of the King Lendering, Joan “Eye of the King.” Livius.org . 1 Oct. 2007 < http://www.livius.org/es-ez/eyes/eyes.html > This article explains who the “Eyes and Ears of the king” are and how they functioned in the ancient Persian life on a large and small scale. Mitra and Babak always are running from the eyes and ears. They didn't understand how they were discovered so maybe the students can make hypotheses.   8. Magi Roles in Society Lendering, Joan, “Magians.” Livius.org. 1 Oct. 2007. < http://www.livius.org/maa-mam/magians/magians.html > This explains more of the magi's identity and their functions. It explains their roles in interpreting omens and dreams. Magi's aren't magical or wizards, but they aren't necessarily and religious group either.   9. The Bible as a Historical Document ”Can We Trust the New Testament as a Historical Document? Christian Apologetics Research Ministry. Run from 1995-2007. < http://www.carm.org/questions/trustbible.htm >.   The Bible is a historical document. It argues that for political reasons, students must be Biblically literate to function in this society. Have a discussion in the classroom about why that would be the case. Why would Fletcher present a story that does have the religious risk factor? This cold help them interpret the novel form their personal religious views and also objectively. Because the novel is fiction, this will remind them not to take it for truth.   10. The Effects of the Desert Norton, William Harmon. “The Influence of the Desert on Early Islam.” The Journal of Religion 4.4 (Jul 1924): 383-396.The U of Chicago P. JSTOR. Brigham Young University , Harold B. Lee Lib, 29 Sept 2007 < http://www.jstor.org/browse/00224189/ap040022/04a00070/0?searchUrl=http%3a//www.jstor.org/search/BasicResults%3fhp%3d25%26si%3d1%26gw%3djtx%26jtxsi%3d1%26jcpsi%3d1%26artsi%3d1%26Query%3ddesert%2bcaravan%2blife%26wc%3don&frame=noframe&currentResult=00224189 > This article is about the desert and how it played a role in developing the Islamic religion. On the second page, it discusses desert symbolism. Perhaps students could compare the barren desert and the characters' experiences in the desert to Koosha's village bliss. What would that comparison say about Fletch?   After Connections   1. See the Desert and Its Dangers and Disorientations A Far Off Place . Dir. Mikael Salomen. Writers, Laurens Van der Post and Robert Caswell. Amblin Entertainment, March 1993. Show a movie clip from A Far Off Place . It doesn't matter which one, just a visual attachment to the desert landscape and how disoriented it could become. There is a scene that illustrates their mirages and disillusionment after becoming so dehydrated. Also, the main character finds a native to guide her through the desert. Now imagine that the resource for guidance is the sky with its stars. Have the students connect these ideas with details from the book. Also, for further emphasis, the teacher may relate overcoming disorientation and guidance to class schedules on the first day of school, something the students can directly relate to their lives. Assign a personal essay on how they can apply what the novel taught them about guidance to their lives in the future.   2. Do Dreams Tell the Future? Johnson, Sarah. “Do Dreams Tell the Future?” Brigham Young University , 8 Oct 2007 Have a student pretend to sleep holding some other student's sweatshirt or something. Have them describe what they think that other student would dream about. Have the sweatshirt owner relate whether it was likely to come to pass. Then, compare it to Babak's dreams. How are they possible or impossible?   3. Guidance: Your North Star Johnson, Sarah. “Guidance: Your North Star.” Brigham Young University , 8 Oct 2007 The star, according to myth may have literally moved as the wise men followed it. To most people it represents one star, though in this book, Fletcher makes it seem like they followed many stars. Give an 8”11 handout of a giant empty, five pointed star to each class member. Have them fill in different goals in their lives on each leg, one for each leg. Then, have the students discuss how each class member's star is different and will lead to different places.   4. Finding Your North Star in Life. Johnson, Sarah. “Finding Your North Star in Life.” Brigham Young University , 8 Oct 2007 This is a follow-up project for the “Guidance: Your North Star” activity (Activity #3). Assign a personal free-write about one leg of the star. Each student should focus on one goal and write their way to it in the sense that he or she can hypothesize the road to it. In other words, they should set mini-goals that lead to accomplishing the main goal.   5. My Special Power Johnson, Sarah. “My Special Power.” Brigham Young University , 8 Oct 2007 Dreaming to for-tell the future is Babak's power in the book. Have the students sit in small groups and discuss what they would like to have for a special power. What would be the most important to individuals? Then, the group must vote on a common power to be thrown against the other groups. Why would dreams have trumped other special powers in the book? Lastly, have the students describe one of their characteristics and how they empower themselves with them. What makes one power more valuable? Is one more valuable or are all powers worth the same?   6. The Politics Game – Light-hearted Fun Johnson, Sarah. “The Politics Game – Light-hearted Fun.” Brigham Young University , 8 Oct 2007 This fun activity can be a nice bookend to serious discussion so that perhaps students can realize that they can also have fun with the same book they must dissect.   In this activity, create a game similar to the group card game, “Mafia.” (Some students may be familiar with the set-up, as it is a common group party game). With a class from 25-30 students, assign these positions: 2-3 “Eyes and Ears,” 2-3 “Magi,” “Mitra and Babak,” and “Persian citizens. Hand out the assignments on pieces of paper so that they remain secret. The “Eyes and Ears' ” objective is to uncover the royal family from the group of citizens. The “magi” detectives try to protect the royal descendents and citizens once they discover them and then circumvent the “Eyes and Ears.” Mitra and Babak must try to stay hidden. The teacher, as the narrator tells the group to close their eyes. She then asks only the “Eyes and Ears” to open their eyes and kill one other student who they hope are royal. After the target is killed and effectively eliminated, the group still keeps their eyes shut while the narrator allows only the Magi to guess who the Eyes and Ears are. The narrator nods yes or no to the magi. After this is complete, the group opens their eyes to see who is eliminated. Then, a trial is held to try to identify the Eyes and Ears. Open court with a democratic vote that eliminates people. The Magi try to incriminate the Eyes and Ears without giving their role away so they won't be targeted next, while the Royalty tries to hide.   7. How Pride Affects Relationships Johnson, Sarah. “How Pride Affects Relationships.” Brigham Young University , 8 Oct 2007 How did meeting Koosha affect Mitra? How can pride affect how humans interact with each other? Which character had more pride? Make a diagram on the board discussing the different aspects of pride and have two students fill them in.   8. Relationships: Role Play Johnson, Sarah. “Relationship: Role Play.” Brigham Young University , 8 Oct 2007 Have different scenarios given to groups. One with “Mitra and Babak,” “Mitra and Koosha,” “Babak and Koosha,” and “Magi with Mitra.” etc. Discuss relationships and how they evolve. Then, ask the students to write a short essay on a relationship they have that has grown or changed in some way due to time or some significant event.   9. Your Dream Is a Wish: What Is Your Dream? Johnson, Sarah. “Your Dream Is a Wish: What Is Your Dream?” Brigham Young University , 8 Oct 2007 Have the students write about 1.) a dream that came the closest to coming true, 2.) whether they feel dreams represent the subconscious desires of the heart, or 3.) can dreams hurt the dreamer.   10. The Journey of a Hero Levine, Alan. “Heroes Journey: Summary of Steps.” Maricopa Center for Learning and Instruction . Maricopa Community College . Last updated, 19 Nov 1999. < http://en.wikipedia.org/wiki/Hero#The_modern_fictional_hero >. A simple outline on the heroes journey in case teachers want to explain the journey of man and character development.