Odyssey - Books 1 & 2

Books 1 & 2

FFW (5 min; 10 sentences): What are your thoughts on the opening of the story? Do you think it makes sense to introduce the gods and Telemachus before we meet Odysseus? WHY?

Overview

Book 1:

The story begins with the gods on Olympus. Athena is pleading with her father, Zeus, to allow a mortal king named Odysseus to return home after many years trapped on an island with the goddess Calypso. We find out that most of the gods don’t have a problem with Odysseus, except for Poseidon the god of the sea. Apparently Odysseus and his army got into some trouble with a Cyclops son of Poseidon during the early days of their journey home from the war in Troy. All the other heroes of the Trojan War returned home shortly after the war ended, but Odysseus and his men were cursed by Poseidon and have yet to return home to Ithaca. Athena speaks with Zeus and he agrees that Odysseus will soon leave Calypso’s island and make the last part of their journey home.

Athena travels down to Ithaca and disguises herself as an old acquaintance of Odysseus. She visits Odysseus’ home and meets his son, Telemachus. In the years that Odysseus has been gone, men have come into the palace and began courting his wife. The suitors have become a huge problem, for both Odysseus’ wife Penelope and for Telemachus, as they are slowing ruining them by eating them out of house and home. Athena advises Telemachus to go seek answers about his father abroad, in Sparta and Pylos. We briefly see Odysseus' wife Penelope when she comes down to stop the local bard singing about her husband. Telemachus sends her back to her rooms.

Book 2:

Telemachus calls the local group of councilors together and makes the argument that they should intervene and stop the suitors courting his mother. He has some supporters but not enough and his argument is called out by a couple of the suitors who are present – Eurymachus and Anchialus. Apparently, the suitors believe they have been treated unfairly by both Telemachus and Penelope (Penelope played some trick with them over a burial shroud for the still-living Laertes and they are salty over it). When his first argument fails, Telemachus asks to be allowed to sail a ship with a contingent of men out to find out news of Odysseus. He reasons that whatever the news, it would benefit everyone to know and even goes so far as to promise that if he discovers Odysseus is dead, he will hand his mother over to whatever suitor wins her. Telemachus gets the backing of one of the few advisors Odysseus left behind when he left to fight in Troy, Mentor. Telemachus gets permission to leave and begins to make plans for the journey. Athena appears to him again, using Mentor’s form, and encourages him to leave as soon as possible. Athena then goes about the city, gaining volunteers for the journey in Mentor’s disguise.

Telemachus returns to the palace, and, with the help of his nanny Eurycleia, he contrives to leave on the journey without his mother knowing. The book ends with Telemachus and his crew setting out.

Context/References:

• Laertes is Odysseus’ father, who has basically retired from his role as the king during the last few years because of his grief over Odysseus. He lives on a farm near to the palace. He was famous in his own right because he took part in Jason's quest to gain the Golden Fleece (which we'll be reading in April).

• Odysseus and most of the younger generation of rulers throughout Greece went away to fight a war in Troy about twenty years ago. The war was fought because a prince of Troy, Paris, seduced and abducted Helen, the wife of the high king’s brother, Menelaus. Helen was renowned for her beauty and prior to her marriage most of the younger generation of the ruling class of Greece courted her. During this process, Odysseus suggested that all Helen’s suitors swear an oath to defend her and her future husband’s honour, in order to stop any rejected suitors going to war over her. This backfired. Most of the famous names associated with Troy swore this pact, including Odysseus himself as a sign of good faith, despite his own engagement to Penelope. A notable exception to this pact is Achilles – he was too young and never was a contender for Helen’s hand in marriage.

• The Trojan war itself lasted ten years. It has been nine years since it ended and a lot of people believe Odysseus is dead, because he’s yet to return home. We'll read more about the war itself later in the year, when we start The Iliad.

Rationale and Planning Notes

This lesson invites students into the world of The Odyssey, encouraging them to explore the profound connections between divine influence and human resilience. Chapter 1 of Emily Wilson’s translation offers a rich tapestry of themes: the gods’ council, Telemachus’s longing for his father, and Athena’s vital role as a mentor. Through creative reenactments, thoughtful analysis, and lively discussion, students will delve into the timeless questions: How do we find strength in the face of adversity? What roles do guidance and self-discovery play in our growth? This lesson is a celebration of imagination, critical thinking, and personal connection to the text.

Learning Objectives

Students will:

• Analyse how Emily Wilson’s translation portrays divine intervention and human agency.

• Use textual evidence to uncover character motivations and relationships.

• Create and share imaginative responses to the text, reflecting their unique perspectives.

Essential Questions:

• How do the gods shape human decisions and identities in The Odyssey?

• What can Telemachus’s transformation teach us about mentorship and self-empowerment?

Lesson Title: "Guided by the Gods: Telemachus and Athena in The Odyssey"

FFW (5 min; 10 sentences minimum): You’ve watched the suitors devour your home and your spirit. You’ve grown up in the shadow of your absent father. What would you say to the gods if they were truly listening?

Imagine you are Telemachus, standing in the ruins of your father’s once-great household. Write a journal entry that answers these questions:

1. What do you wish you could tell the gods about your life right now?

2. What do you most want for your future?

Handout 2: Group Reenactment Instructions

Reenactment Activity: The Gods’ Influence

1. Your group will be assigned a key moment from Chapter 1.

   • Council of the gods

   • Athena’s visit to Telemachus

   • Telemachus challenging the suitors

2. Decide how to modernise the scene. For example:

   • The council becomes a corporate meeting.

   • Athena gives Telemachus life-coaching advice in a podcast.

3. Use the text as your guide to keep the core meaning intact.

4. Rehearse and perform your scene in front of the class.

Handout 3: Text Explosion Worksheet

Text Explosion Activity

1. Choose one line from Chapter 1 that you find especially powerful or thought-provoking.

2. Write a paragraph answering these questions:

   • Why does this line stand out to you?

   • How does it connect to a theme of the chapter (e.g., mentorship, resilience)?

   • What does it reveal about the character(s) or the story as a whole?

Be prepared to share your response with a partner.

Student Rubric for The Odyssey Lesson

Guided by the Gods: Telemachus and Athena

This rubric aligns with the activities and goals of the lesson plan, helping students understand how their work will be evaluated. Each category corresponds to the key activities of the lesson and emphasises creativity, critical thinking, and engagement.

Categories and Criteria

1. Journal Entry as Telemachus (Opening Activity)

Objective: Demonstrate empathy and creativity while connecting to Telemachus’s perspective.

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Emerging (1)
Depth of Perspective	Captures Telemachus’s emotions, struggles, and hopes with vivid, original detail.	Reflects Telemachus’s emotions and struggles with some depth and creativity.	Touches on Telemachus’s perspective but lacks depth or detail.	Minimal or unclear connection to Telemachus’s experience.
Engagement	Writing is compelling, imaginative, and evokes a strong connection to the text.	Writing is clear and thoughtful, with some imaginative elements.	Writing is basic and lacks imaginative engagement.	Writing is incomplete or off-topic.
Textual Connection	Demonstrates nuanced understanding of Chapter 1 through implicit or explicit textual references.	Shows understanding of Chapter 1 with some textual references.	Limited connection to Chapter 1; lacks textual grounding.	Little or no connection to Chapter 1.

2. Group Reenactment (Creative Activity)

Objective: Collaboratively reimagine a scene from Chapter 1 with insight and creativity.

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Emerging (1)
Creativity	Reenactment is highly creative, modernises the text in a meaningful way, and maintains thematic integrity.	Reenactment is creative, with a clear attempt to modernise and stay true to the themes.	Reenactment is somewhat creative but lacks thematic clarity or depth.	Reenactment shows little creativity or connection to the text.
Collaboration	Group works seamlessly; every member contributes meaningfully.	Group collaborates well, with most members contributing.	Group collaboration is uneven; some members contribute minimally.	Limited or no evidence of collaboration.
Textual Insight	Demonstrates deep understanding of the scene and its significance within Chapter 1.	Shows a solid understanding of the scene with some analysis of its importance.	Basic understanding of the scene, with limited analysis.	Little or no understanding of the scene.

3. Text Explosion (Individual Analysis)

Objective: Analyze a significant line from Chapter 1, connecting it to themes and characters.

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Emerging (1)
Textual Insight	Provides a nuanced interpretation of the line, deeply connecting it to themes and characters.	Offers a thoughtful interpretation with clear connections to themes and characters.	Interpretation is basic, with limited thematic connection.	Little or no interpretation of the line.
Clarity of Analysis	Writing is well-organized, articulate, and insightful.	Writing is clear and organised, with some insight.	Writing is somewhat disorganised or lacks depth.	Writing is unclear or incomplete.
Relevance	Connects the line to broader ideas in the text, such as mentorship or resilience, with originality.	Connects the line to broader ideas, though less original or detailed.	Makes some connection to broader ideas but lacks depth.	Connection to broader ideas is unclear or missing.

4. Participation in Socratic Seminar

Objective: Engage in meaningful discussion, build on peers’ ideas, and use textual evidence to support insights.

Criteria	Highly Effective (4)	Effective (3)	Developing (2)	Emerging (1)
Engagement	Actively participates, builds on peers’ ideas, and raises insightful, thought-provoking questions.	Participates thoughtfully with relevant questions and responses.	Participates sporadically, with limited contribution to the discussion.	Little or no participation in the discussion.
Textual Evidence	Consistently uses specific textual evidence to support ideas.	Uses some textual evidence to support ideas.	Rarely uses textual evidence or makes vague references.	Does not use textual evidence.
Collaboration	Demonstrates respect, listens actively, and fosters a collaborative dialogue.	Listens actively and responds respectfully to peers.	Shows some respect and attention but is inconsistent.	Demonstrates minimal respect or collaboration.

Total Points:

• Highly Effective: 16–20 points

• Effective: 12–15 points

• Developing: 8–11 points

• Emerging: 7 points or below

Rubrica para los Estudiantes: La Odisea

Guiados por los dioses: Telémaco y Atenea

Esta rúbrica está alineada con las actividades y objetivos del plan de lección, ayudando a los estudiantes a comprender cómo se evaluará su trabajo. Cada categoría corresponde a las actividades clave de la lección y enfatiza la creatividad, el pensamiento crítico y la participación.

Categorías y Criterios

1. Diario como Telémaco (Actividad de Apertura)

Objetivo: Demostrar empatía y creatividad al conectar con la perspectiva de Telémaco.

Criterios	Altamente Eficaz (4)	Eficaz (3)	En Desarrollo (2)	Emergente (1)
Profundidad de Perspectiva	Captura las emociones, luchas y esperanzas de Telémaco con detalles vívidos y originales.	Refleja las emociones y luchas de Telémaco con cierta profundidad y creatividad.	Toca la perspectiva de Telémaco pero carece de profundidad o detalle.	Conexión mínima o poco clara con la experiencia de Telémaco.
Participación	La escritura es convincente, imaginativa y crea una fuerte conexión con el texto.	La escritura es clara y reflexiva, con algunos elementos imaginativos.	La escritura es básica y carece de participación imaginativa.	La escritura está incompleta o fuera de tema.
Conexión con el Texto	Demuestra un entendimiento matizado del Capítulo 1 a través de referencias textuales implícitas o explícitas.	Muestra entendimiento del Capítulo 1 con algunas referencias textuales.	Conexión limitada con el Capítulo 1; carece de base textual.	Poca o ninguna conexión con el Capítulo 1.

2. Reinterpretación en Grupo (Actividad Creativa)

Objetivo: Reimaginar colaborativamente una escena del Capítulo 1 con perspicacia y creatividad.

Criterios	Altamente Eficaz (4)	Eficaz (3)	En Desarrollo (2)	Emergente (1)
Creatividad	La reinterpretación es altamente creativa, moderniza el texto de manera significativa y mantiene la integridad temática.	La reinterpretación es creativa, con un intento claro de modernizar y respetar los temas.	La reinterpretación es algo creativa pero carece de claridad o profundidad temática.	La reinterpretación muestra poca creatividad o conexión con el texto.
Colaboración	El grupo trabaja de manera fluida; cada miembro contribuye significativamente.	El grupo colabora bien, y la mayoría de los miembros contribuyen.	La colaboración del grupo es desigual; algunos miembros contribuyen mínimamente.	Evidencia limitada o nula de colaboración.
Perspicacia Textual	Demuestra un profundo entendimiento de la escena y su significado dentro del Capítulo 1.	Muestra un entendimiento sólido de la escena con algo de análisis de su importancia.	Entendimiento básico de la escena, con análisis limitado.	Poco o ningún entendimiento de la escena.

3. Explosión de Texto (Análisis Individual)

Objetivo: Analizar una línea significativa del Capítulo 1, conectándola con temas y personajes.

Criterios	Altamente Eficaz (4)	Eficaz (3)	En Desarrollo (2)	Emergente (1)
Perspicacia Textual	Proporciona una interpretación matizada de la línea, conectándola profundamente con temas y personajes.	Ofrece una interpretación reflexiva, con conexiones claras a temas y personajes.	La interpretación es básica, con conexión temática limitada.	Poca o ninguna interpretación de la línea.
Claridad del Análisis	La escritura está bien organizada, es articulada y perspicaz.	La escritura es clara y organizada, con cierta perspicacia.	La escritura está algo desorganizada o carece de profundidad.	La escritura es poco clara o incompleta.
Relevancia	Conecta la línea con ideas más amplias del texto, como mentoría o resiliencia, con originalidad.	Conecta la línea con ideas más amplias, aunque con menos originalidad o detalle.	Hace alguna conexión con ideas más amplias pero carece de profundidad.	Conexión con ideas más amplias poco clara o ausente.

4. Participación en el Seminario Socrático

Objetivo: Participar en discusiones significativas, construir sobre las ideas de los compañeros y usar evidencia textual para respaldar las reflexiones.

Criterios	Altamente Eficaz (4)	Eficaz (3)	En Desarrollo (2)	Emergente (1)
Participación	Participa activamente, construye sobre las ideas de los compañeros y plantea preguntas profundas.	Participa de manera reflexiva, con preguntas y respuestas relevantes.	Participa de manera esporádica, con contribuciones limitadas a la discusión.	Poca o ninguna participación en la discusión.
Evidencia Textual	Usa consistentemente evidencia textual específica para respaldar ideas.	Usa algo de evidencia textual para respaldar ideas.	Raramente usa evidencia textual o hace referencias vagas.	No usa evidencia textual.
Colaboración	Demuestra respeto, escucha activamente y fomenta un diálogo colaborativo.	Escucha activamente y responde con respeto a los compañeros.	Muestra algo de respeto y atención pero es inconsistente.	Demuestra respeto o colaboración mínimos.

Puntaje Total:

• Altamente Eficaz: 16–20 puntos

• Eficaz: 12–15 puntos

• En Desarrollo: 8–11 puntos

• Emergente: 7 puntos o menos