Objectives

• Analyse how Homer uses the delayed introduction of Odysseus in Books I–IV to construct Telemachus as a foil and to establish the disorder of Ithaca.
• Explain how Odysseus's first-person narration in Books IX–XII shapes the reader's perception of his identity, cunning and reliability as a narrator.
• Analyse how Homer uses the motif of disguise and recognition across Books XIII–XX to explore the themes of loyalty, identity and deception.
• Write an evidenced analytical paragraph that embeds quotation from the Greek epic tradition and comments on Homer's narrative choices, including structure, characterisation and the role of the gods.
• Evaluate how the contest of the bow and the slaughter of the suitors in Books XXI–XXIV function as both narrative resolution and a statement about divine justice and the restoration of order.

The sequence

1. Lesson 1: Telemachus Before Odysseus: Disorder, Identity and the Telemachy (Books I–IV)

   60 min · ch. 1

   Do now

   Without looking at your notes, jot down three things you know about Odysseus. After that, reflect on the choice Homer makes by not starting the epic with Odysseus. What might a storyteller achieve by delaying the introduction of the hero?

   Teacher input

   Model a close reading of Book I, lines 1–21 (the proem: 'Tell me, O Muse, of that ingenious hero who travelled far and wide…') alongside the moment in Book I when Athena, disguised as Mentes, tells Telemachus (approximately lines 206–212) that he must 'be no longer a child' and seek news of his father. Show students how Homer's invocation identifies Odysseus through his qualities ('ingenious', 'many-wayed') rather than his actions, creating a gap the reader must fill. Also, demonstrate how Athena's speech to Telemachus establishes that growing up means transforming absence into action. Guide students in annotating for: (a) what is present versus what is absent, (b) how divine instruction serves as the narrative engine, and (c) what the suitors' behavior in the hall reveals about the stakes of Odysseus's absence.

   Independent task

   Students read the section in Book I where the suitors enjoy their games in Odysseus's hall (approximately lines 144–155, starting with 'The suitors were throwing the discus and the javelin…') and the part in Book IV where Menelaus mourns for Odysseus (Book IV, lines 100–112, beginning with 'There is no one among mortal men who can rival Odysseus in wisdom…'). Afterward, they will write one complete PEEL paragraph (around 150–200 words) addressing the question: How does Homer highlight the contrast between the chaos of the suitors and Menelaus's tribute to show what Odysseus's absence costs Ithaca? Students need to include at least two quotes, one from each passage, and analyze Homer's choice of words.

   Exit ticket

   In two or three sentences, explain why Homer might have chosen to begin the epic with Telemachus rather than with Odysseus himself — what does this structural choice tell us about what the poem values?

2. Lesson 2: The Unreliable Hero: Odysseus as Narrator in the Wanderings (Books IX–XII)

   60 min · ch. 3

   Do now

   Read the following two lines from Book IX aloud to yourself: 'I am Odysseus, son of Laertes, who am known among men for all manner of wiles, and my fame reaches unto heaven.' Write one sentence about what this self-introduction reveals about Odysseus, and one sentence about the significance of him sharing his own story with the Phaeacians instead of having Homer narrate it.

   Teacher input

   Model a close reading of the Cyclops episode in Book IX, concentrating on the moment when Odysseus tells Polyphemus his name is 'Nobody' (Book IX, lines 366–370). Then, tragically, he reveals his true name as the ship pulls away (Book IX, lines 502–505: 'Cyclops, if any mortal man ever asks you who it was that inflicted upon your eye this shameful blinding, tell him that you were blinded by Odysseus, sacker of cities…'). Highlight how this moment represents both a clever victory and an act of disastrous pride. Guide students to see this passage as evidence for two conflicting interpretations of Odysseus's character, and discuss how Odysseus narrating this story himself affects our trust in how he presents himself.

   Independent task

   Students re-read the sections in Book X where Circe turns Odysseus's men into pigs (lines 229–243) and where Odysseus resists Circe's magic thanks to Hermes giving him the herb moly (lines 275–301). They will write a structured analytical response of 200–250 words to the following question: How does Homer portray Odysseus as both exceptional and isolated from his crew in the episode on Circe's island? Students should reference at least three specific details from these passages, discuss the importance of divine assistance (specifically Hermes and moly), and explore what Odysseus's survival — while his men are turned into pigs — reveals about heroism in the Odyssey.

   Exit ticket

   Write one sentence explaining what it means to call Odysseus an 'unreliable narrator', and one sentence identifying one moment from Books IX–XII that supports this reading.

3. Lesson 3: Disguise and Recognition: Loyalty Tested in Books XIII–XVI

   60 min · ch. 4, 5

   Do now

   Here's a humanized version of the text:

   Check out this list of characters: Athena, Eumaeus, Telemachus, Antinous, Penelope. Rank them from the most loyal to the least loyal to Odysseus, and write a sentence explaining why you chose your top and bottom picks. Be prepared to defend your ranking.

   Teacher input

   Model a close reading of the recognition scene in Book XVI (lines 172–219), where Odysseus, restored to his true form by Athena, reveals himself to Telemachus. Pay special attention to Telemachus's disbelief when he says, "You are not my father, but some god is beguiling me" (Book XVI, line 194). Show how Homer uses this theme of disbelief to highlight the contrast between the Odysseus who left and the one who has returned. Analyze how this moment of private recognition serves a structural purpose: it acts as the first domino in a series of recognitions that will eventually lead to Penelope, and it draws Telemachus into the revenge plot, changing him from the uncertain boy of Book I into an active participant in the plan.

   Independent task

   Students read the passage in Book XIV where Eumaeus, unaware that he is speaking to his master, tells the disguised Odysseus that he prays every day for his return (Book XIV, lines 60–71), as well as the passage in Book XV where Telemachus arrives at Eumaeus's hut (Book XV, lines 555–557, capturing Eumaeus's joy at seeing Telemachus). They will write a comparison paragraph of 180–220 words addressing the following question: How does Homer portray Eumaeus's loyalty to the absent Odysseus to comment on the theme of faithful service, and how does Eumaeus's lack of awareness regarding Odysseus's true identity enhance the dramatic effect of these scenes? Students should use the term 'dramatic irony' accurately and back up each claim with a quotation.

   Exit ticket

   In one or two sentences, explain what dramatic irony means in the context of the disguise scenes and identify one specific moment from Books XIII–XVI where Homer uses it most powerfully.

4. Lesson 4: Odysseus in His Own Hall: Suffering, Endurance and the Suitors (Books XVII–XX)

   60 min · ch. 5

   Do now

   Read this passage silently: in Book XVII, Antinous hurls a footstool at the disguised Odysseus as he begs for food (Book XVII, lines 462–465). Write two sentences: one that reveals what this moment indicates about Antinous's character, and another that speculates on the narrative purpose this act of violence might fulfill later in the poem.

   Teacher input

   Model a close reading of the death of Argos in Book XVII (lines 291–327), where Odysseus's old dog, lying on a dung heap, recognizes his master and dies. Show students how Homer condenses twenty years of Odysseus's absence into the span of a single animal's life. Argos’s death at the moment of recognition—before Odysseus can acknowledge him—highlights the cost of his long journey. Demonstrate how to interpret this passage as a miniature reflection of the entire epic's emotional logic: loyalty persists, but time and neglect take their toll. Model annotating for: (a) Argos’s physical description as a symbol of Ithaca's decline, (b) the verb choices surrounding recognition ('knew', 'wagged'), (c) the pathos of Odysseus’s single tear and the reasons he must stifle his grief.

   Independent task

   Students read the excerpt in Book XVIII where Penelope confronts the suitors and cleverly extracts gifts from them (Book XVIII, lines 158–168, 'Athena put it in the heart of Penelope…to show herself to the suitors') and the section in Book XIX where she engages in a lengthy conversation with the disguised Odysseus (Book XIX, lines 107–122, Penelope's recounting of her weaving trick). They are tasked with writing an analytical paragraph of 180–220 words that addresses the question: How does Homer depict Penelope as an active participant instead of a passive victim in Books XVIII–XIX, and in what ways does her use of deception reflect Odysseus's own strategies? Students should highlight at least one similarity between Penelope's actions and a specific deed of Odysseus from an earlier book.

   Exit ticket

   Write one full sentence explaining how the death of Argos in Book XVII functions as more than a sentimental episode — what does it tell us about time, loyalty and the cost of Odysseus's absence?

5. Lesson 5: The Bow, the Bed and the Restoration of Order (Books XXI–XXIV)

   60 min · ch. 6

   Do now

   Without referring to your notes, jot down all the recognition scenes you can recall from the Odyssey. List who recognizes Odysseus, in what order this happens, and whether he chooses to reveal his identity or is recognized without intending to. What pattern stands out to you in the sequence that Homer has crafted?

   Teacher input

   Model a close reading of the moment in Book XXI when Odysseus strings the bow (Book XXI, lines 404–423: 'Then Odysseus of many wiles stripped off his rags… and strung the great bow without effort, as a man who is skilled in the lyre…'). Guide students to explore how the simile comparing Odysseus to a musician playing a lyre serves multiple purposes: it indicates mastery, evokes the bard's role in narrating the poem, and signifies the transition from disguise to the full restoration of his identity. Illustrate how to analyze a Homeric simile — by identifying the vehicle and tenor, explaining the comparison, and discussing its thematic significance instead of merely paraphrasing it.

   Independent task

   Write a full analytical essay of 450–600 words in response to the following question: 'In the Odyssey, the restoration of order in Ithaca depends as much on Penelope's cunning as on Odysseus's violence.' To what extent do you agree? Your essay must: (1) start with a clear argument in your first sentence; (2) analyze the contest of the bow in Book XXI, including the simile of the lyre (Book XXI, lines 404–423); (3) examine Penelope's test of the bed in Book XXIII (lines 173–204, where she tells Eurycleia to move the bed, and Odysseus's angry response exposes the secret); (4) reference at least one earlier instance of Penelope's agency from Books XVIII or XIX; (5) consider the influence of Athena and the theme of divine order in Books XXIII–XXIV; and (6) wrap up with a conclusion that offers a judgment extending beyond simple agreement or disagreement with the statement. You may refer to your annotated text.

   Exit ticket

   In two full sentences, explain why Homer ends the Odyssey not with the reunion of Odysseus and Penelope but with the scene in Book XXIV where Athena intervenes to stop the cycle of revenge between Odysseus and the suitors' families — what does this final act of divine intervention suggest about the poem's view of justice and the limits of human agency?

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can articulate the structural purpose of beginning in medias res with Telemachus rather than Odysseus.
• Lesson 2 exit ticket: checks whether students can define unreliable narration and apply it to a specific moment in the Wanderings.
• Lesson 3 exit ticket: checks whether students can define and correctly locate dramatic irony in the disguise sequence.
• Lesson 4 PEEL paragraph on Penelope in Books XVIII–XIX: checks whether students can identify female agency and connect it to the poem's broader treatment of cunning.
• Lesson 4 exit ticket: checks whether students can read the death of Argos as a thematically loaded episode rather than a sentimental digression.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from it.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set, how the action is ordered, and how the characters are introduced and developed.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that makes a defensible claim about the literary text and supports it with evidence.
• Figurative Language (FIG-1) — Identify and explain the function of a simile, including extended or Homeric similes, in context.
• Character (CHR-1) — Explain the function of a character, including how characters develop, interact and change over the course of the narrative.
• Narration (NAR-1) — Explain the function of point of view and the reliability of the narrator in shaping meaning.
• Structure (STR-1) — Explain the function of structure, including in medias res opening and embedded narrative, in the development of meaning.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, including Homer's use of Homeric simile, divine intervention, and first-person embedded narration.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are produced and received, including the oral tradition, xenia, and the values of the Homeric world.
• AO5 — Explore literary texts informed by different interpretations, including readings of Penelope as active agent and readings of Odysseus as unreliable narrator.

Edexcel

• AO1 — Articulate informed responses to literary texts using relevant concepts and accurate written expression.
• AO2 — Analyse the ways in which structure, form and language shape meaning, including Homer's use of in medias res structure, recognition scenes and the Homeric simile.
• AO4 — Explore connections across literary texts, including the relationship between the Telemachy and the main Odysseus narrative, and between Penelope's and Odysseus's parallel uses of deception.