The Odyssey by H Omer

P RESTWICK H OUSE ActivityActivity PackPack

THE ODYSSEY BY H OMER

Copyright © 2005 by Prestwick House, Inc., P.O. Box 246, Cheswold, DE 19936. 1-800-932-4593. www.prestwickhouse.com Permission to use this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN 1-58049-697-0 Reorder No. PA6970 Written by: Amber Reed

Table of Contents

Pre-reading Research ...... 4 Setting/History ...... 6 Research/Annotated Bibliography ...... 10 Cryptography ...... 12 Advertising ...... 16 Word Search ...... 18

Chapter I Mythology/Matching...... 20 Characterization...... 24

Chapter II Creative Thinking ...... 28

Chapter IV Drawing...... 30

Chapters III-IV Interviewing ...... 32

Chapter V Theme/Inference ...... 34 Research ...... 38

Chapter VI Plot ...... 40

Chapters IV-VII Simile...... 42

Chapter VIII Journal Writing/Characterization...... 48

Chapter IX Drama...... 50

Chapter X Newspaper...... 52

Chapters IX-XII Sequence of Events ...... 54

Chapters I-XII Creative Writing/Headlines...... 58

Chapter XIV Creative Writing/Myth ...... 70

Chapter XV Characterization...... 74

Chapter XVI Emotions ...... 78

Chapters I-XVII Critical Thinking...... 82

Chapter XVIII Irony/Drawing ...... 86

Chapter XIX Quotations...... 88

Chapters XVII-XX Characterization...... 90

Chapter XXI Speech Writing...... 94

Chapter XXII Characterization...... 96

Chapters IX-XXII Epic Hero ...... 102

Chapter XXIII Interpreting Homer ...... 106

Chapters XV-XXIV Motif...... 110

Chapters XIV-XXIV Chapter Titles...... 114

© Copyright 2005, Prestwick House, Inc. 2 Wrap-up Plot/Creative Writing ...... 118 Song Writing ...... 120 Crossword Puzzle...... 122 Sequel ...... 124 Creative Design ...... 126 Essay...... 128 Quiz...... 130

Appendix Terms and Definitions...... 134 Small Group Learning...... 136 Directions for Interviews ...... 141 Dramatization of Scenes in the Novel...... 142 Newspaper...... 143

Pre-reading Research

Objective: Summarizing Homer’s works

Activity

Very little is known about the Greek poet, Homer. Particular landscape descriptions in The Iliad suggest that his hometown was along the western coast of Asia Minor, but several cities claim to be his birthplace. Some scholars believe that Homer was blind, based upon the blind bard, Demodocus, in The Odyssey. What is certain, however, is that Homer’s poems, The Iliad and The Odyssey, are considered to be the oldest books of western civilization.

Using the library or the Internet, research Homer’s two great works, The Iliad and The Odyssey. Use the information to write a four-paragraph comparison of the two works.

Include the following information in your paper:

•A brief description of the main characters of each poem. •A plot summary of each work. • The genre of each poem. • The characteristics that make each piece an epic poem.

Note to Teacher: Students should understand the main events of The Iliad because The Odyssey contains references to that epic poem.

Name: ______Date:______

Pre-reading Research

Objective: Summarizing Homer’s works

Activity

Using the library or the Internet, research Homer’s two great works, The Iliad and The Odyssey. Use the information to write a four-paragraph comparison of the two works.

Include the following information in your paper:

•A brief description of the main characters of each poem. •A plot summary of each work. • The genre of each poem. • The characteristics that make each piece an epic poem.

S - 5 Reproducible Student Worksheet Teacher’s Page The Odyssey

Pre-reading

Setting History

Objective: Researching the historical setting of The Odyssey

Activity

The main events of The Odyssey take place in Ithaca, an island off the coast of Greece, sometime during the eighth century B.C.

Divide the class into small groups. Using the library, the Internet, or both, research the history of the setting, and use this research to complete the Setting Chart on the next page. Focus on the time period in which The Odyssey is set.

The Setting Chart has been started for you.

Note to Teacher: To expand this activity, students may research and write a report on ancient Greek history. Example topics include Mycenaean culture, the Peloponnesian War, the Classical Period, the Hellenistic Period, the Roman occupation of Greece, and the structure of city-states.

Name: ______Date:______

Pre-reading

Setting History

Objective: Researching the historical setting of The Odyssey

Activity

The main events of The Odyssey take place in Ithaca, an island off the coast of Greece, sometime during the eighth century B.C.

The Setting Chart has been started for you.

S - 7 Reproducible Student Worksheet Teacher’s Page The Odyssey

Setting Chart Ithaca – Eighth Century B.C. Topic Description Geography

Location Ionian Sea, off west mainland of Greece; Eptanissa island group

Size 95 square kilometers; 29 km long; 6.5 km wide

Description Island consists of two peninsulas that are joined at the Isthmus of Aetos; mountainous terrain

Government

Political System Oligarchy

Rulers Aristocratic families ruled city-states

Cultural Facts Major Religions Pagan; multiple Greek gods

Popular Entertainment Games; bards

Historical Events First Olympic Games in 776 B.C.; chicken first imported from Persia

Cultivation Olive trees; vineyards

Name: ______Date:______

Setting Chart Ithaca – Eighth Century B.C. Topic Description Geography

Location Ionian Sea, off west mainland of Greece; Eptanissa island group

Size

Description

Government

Political System

Rulers

Cultural Facts Major Religions

Popular Entertainment

Historical Events

Cultivation

S - 9 Reproducible Student Worksheet Teacher’s Page The Odyssey

Pre-reading

Research Annotated Bibliography

Objective: Evaluating a variety of critical perspectives on literature

Activity

The Odyssey marks the beginning of Greek literature and is the foundation for western literature. For centuries, scholars have analyzed and critiqued the epic poem for literary, cultural, and historic value.

Suppose that you are going to do a research report on The Odyssey, and you need to gather references on the various perspectives and interpretations of The Odyssey. Construct an annotated bibliography that contains at least ten reference items. An annotated bibliography is an alphabetical list of secondary sources that contains a brief description of each source. Your sources may be from a book or the Internet, but be sure that any Internet material is from a scholarly and reliable source, such as a university. Use any citation for your listings, and make the descriptions a paragraph in length. We have used the MLA format.

An example is provided.

Sample:

Jones, Judy and William Wilson. An Incomplete Education. New York: Ballantine Books, 1987. Jones and Wilson offer an examination of key literary works from throughout history. The book contains a brief overview on Homer and a synopsis of The Iliad and The Odyssey. Also included in the book is a comprehensive comparison chart of the two poems for quick reference. This informative reference book is both easy to follow and insightful, and Jones’ and Wilson’s witty writing style is refreshing.

Name: ______Date:______

Pre-reading

Research Annotated Bibliography

Objective: Evaluating a variety of critical perspectives on literature

Activity

An example is provided.

Sample:

S - 11 Reproducible Student Worksheet Teacher’s Page The Odyssey

Pre-reading

Cryptography

Objective: Creating and deciphering a fabricated alphabet

Activity

The Greek Dark Ages was a time when Greece was in upheaval because of a flux of northern nomadic immigrants. During this era, Greeks lost the knowledge of writing, until the emergence of The Odyssey in the eighth century B.C.

You are assigned the task of creating a new alphabet. Using the Alphabet Chart, design a new symbol for each letter of the English alphabet. When the chart is complete, write a brief message in the space provided. Switch papers with another student and decipher each other’s message.

Note to Teacher: Symbols and messages will vary. You may wish to provide students with a topic for their encoded messages.

Name: ______Date:______

Pre-reading

Cryptography

Objective: Creating and deciphering a fabricated alphabet

Activity

S - 13 Reproducible Student Worksheet Teacher’s Page The Odyssey

Alphabet Chart

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z

Using the invented alphabet, write a message in the space below:

Name: ______Date:______

Alphabet Chart

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z

Using the invented alphabet, write a message in the space below:

S - 15 Reproducible Student Worksheet Teacher’s Page The Odyssey

Pre-reading

Advertising

Objective: Creating an advertising poster

Activity

During Homer’s time, printing technology was non-existent and writing was uncommon. Early poets did not have the convenience of advertising their compositions with television, radio, or the Internet; stories were primarily passed along through word of mouth. The Odyssey was a verbal performance before it was written.

Divide the class into small groups. Each group will design an advertising poster for a recital of The Odyssey. The announcement should fit on one page, preferably poster board, and it must be interesting enough to attract an audience. Include the poem’s title, the name of the poet, the time and location of the performance, and the names of the major characters.

Use any available resources to make the posters. Illustrations can be hand drawn, computer generated, or any combination of the two. Drawings must be related to The Odyssey and attention grabbing, and the text should be easy to read.

Complete one poster per group.

Name: ______Date:______

Pre-reading

Advertising

Objective: Creating an advertising poster

Activity

Complete one poster per group.

S - 17 Reproducible Student Worksheet Teacher’s Page The Odyssey

Pre-reading

Word Search

Objective: Finding words within words

Activity

Use the character names from The Odyssey to make at least four new words. Each word that you make should be at least three letters in length.

Example: The name Odysseus contains the letters to spell the words douse‚ yes, dye, sod, etc.

Note to Teacher: Answers may vary. We have supplied five answers for each name.

Agamemnon – mango‚ game‚ gem‚ none‚ omega‚ etc.

Demodocus – coded‚ mood‚ mud‚ dome‚ come‚ etc.

Eurymachus – usury‚ rush‚ crush‚ such‚ humus‚ ect.

Menelaus – lens‚ mules‚ enamel‚ lame‚ name‚ etc.

Nestor – rots‚ stone‚ tons‚ rest‚ rote‚ etc.

Penelope – elope‚ people‚ peel‚ peon‚ open‚ etc.

Teiresias – sits‚ series‚ terse‚ reset‚ irises‚ etc.

Telemachus – leech‚ melt‚ lust‚ chutes‚ mules‚ ect.

Name: ______Date:______

Pre-reading

Word Search

Objective: Finding words within words

Activity

Use the character names from The Odyssey to make at least four new words. Each word that you make should be at least three letters in length.

Example: The name Odysseus contains the letters to spell the words douse‚ yes, dye, sod, etc.

Agamemnon

Demodocus

Eurymachus

Menelaus

Nestor

Penelope

Teiresias

Telemachus

S - 19 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter I

Mythology Matching

Objective: Identifying Greek mythological gods

Activity

Mythology greatly influenced Greek literature and the way in which ancient Greeks viewed the world. The gods of Olympus play a major role in The Odyssey; every incident is a direct result of a god’s whim or decision.

The following page contains a Mythological Deity Chart. Complete the chart by matching the god or goddess with the appropriate description, and place the corresponding letter on the line provided. If necessary, use the library or Internet to research the mythological figures.

An example is provided.

Name: ______Date:______

Chapter I

Mythology Matching

Objective: Identifying Greek mythological gods

Activity

An example is provided.

S - 21 Reproducible Student Worksheet Teacher’s Page The Odyssey

Mythological Deity Chart

Greek god or goddess Description

__K__ 1. Artemis A. God of marriage F 2. Hermes B. Goddess of women and marriage; wife of Zeus O 3. Demeter C. Father of Zeus T 4. Apollo D. God of love A 5. Hymen E. Supreme ruler of gods and men H 6. Persephone F. Messenger for the gods C 7. Cronus G. God of fire R 8. Irene H. Goddess of corn and the spring; goddess of the dead D 9. Eros I. God of wine and fertility I 10.Dionysus J. Goddess of the hearth M 11. Athena K. Virgin huntress; goddess of the moon B 12. Hera L. God of war S 13. Pan M. Goddess of wisdom and art E 14. Zeus N. God of the sea N 15.Poseidon O. Goddess of the harvest J 16.Hestia P. God of the underworld P 17. Hades Q. Goddess of love and beauty L 18. Ares R. Goddess of peace G 19.Hephaestus S. God of flocks and shepherds Q 20.Aphrodite T. God of the sun, music, poetry, and prophesy

Name: ______Date:______

Mythological Deity Chart

Greek god or goddess Description

__K__ 1. Artemis A. God of marriage _____ 2. Hermes B. Goddess of women and marriage; wife of Zeus _____ 3. Demeter C. Father of Zeus _____ 4. Apollo D. God of love _____ 5. Hymen E. Supreme ruler of gods and men _____ 6. Persephone F. Messenger for the gods _____ 7. Cronus G. God of fire _____ 8. Irene H. Goddess of corn and the spring; goddess of the dead _____ 9. Eros I. God of wine and fertility _____ 10. Dionysus J. Goddess of the hearth _____ 11. Athena K. Virgin huntress; goddess of the moon _____ 12. Hera L. God of war _____ 13. Pan M. Goddess of wisdom and art _____ 14. Zeus N. God of the sea _____ 15. Poseidon O. Goddess of the harvest _____ 16. Hestia P. God of the underworld _____ 17. Hades Q. Goddess of love and beauty _____ 18. Ares R. Goddess of peace _____ 19. Hephaestus S. God of flocks and shepherds _____ 20. Aphrodite T. God of the sun, music, poetry, and prophesy

S - 23 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter I

Characterization

Objective: Using citation to support character traits

Activity

Disguised as Mentes, Athene visits Telemachus to advise him about Odysseus. Odysseus has been gone for almost twenty years, but Telemachus still has hope that his father will return and punish the crude suitors. With Athene’s guidance, Telemachus decides to search for news of his father’s whereabouts.

Telemachus’ character is revealed through his thoughts and actions. On the next page are several traits that Telemachus possesses. Provide a quote from the text to support each trait. When the list is complete, give two additional traits, along with supportive evidence for each trait.

An example is provided.

Note to Teacher: There are various possible quotes for each trait, so answers may vary.

Name: ______Date:______

Chapter I

Characterization

Objective: Using citation to support character traits

Activity

An example is provided.

S - 25 Reproducible Student Worksheet Teacher’s Page The Odyssey

CHARACTERIZATION CHART Trait Supportive Quote “Thus brooding as he sat among them, he caught sight of Athena and went straight to the gate, for he was vexed that a stranger should be kept waiting for admittance.” (Pg. 13) Hospitable

“But Telemachus as he lay covered with a woollen fleece kept thinking all night through of his intended voyage and of the counsel that Athena had given him.” (Pg. 18) Reflective

“There was a footstool also for her feet, and he set another seat near her for himself, away from the suitors, that she might not be annoyed while eating by their noise and insolence….” (Pg. 13) Polite

“Singing comes cheap to those who do not pay for it, and all this is done at the cost of one whose bones lie rotting in some wilderness or grinding to poweder in the surf.” (Pg. 14) Cynical

“For the chiefs from all our islands, Pulichium, Same, and the woodland island of Zacynrhus, as also all the principal men of Ihica itself, are eating up my house under the pretext of paying their court to Troubled my mother, who will neither explicitly say that she will not marry, not yet bring matters to the end; so they are making havoc of my estate, and before long will do so also with myself.” (Pg. 15)

“But stay a little longer till you have taken a bath and refreshed yourself. I will then give you a present, and you shall go on your way rejoicing; I will give you one of great beauty and value–a keep- Generous sake such as only dear friends give to one another.” (Pg. 16)

“Speech is man’s matter, and mine above all others—for it is I who am master here.” (Pg. 17) Responsible

“But in the morning meet me in full assembly that I may give you formal notice to depart, and feast at one another’s houses, turn and turn about, at your own cost. If on the other hand you choose to persist Bold in spunging upon one man, heaven help me…” (Pg. 17)

Name: ______Date:______

Reflective

Polite

Cynical

Troubled

Generous

Responsible

Bold

S - 27 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter II

Creative Thinking

Objective: Devising a strategy and creating a bulletin

Activity

Odysseus fails to return after the Trojan War, and many suitors attempt to force Penelope, Odysseus’ wife, to remarry. Penelope, in an attempt to delay the marriage, announces that she must finish weaving a robe for her father-in-law before choosing a new husband. She deceives the suitors by unraveling her work at the end of the day. Her plan is discovered after four years of deceiving the suitors.

Devise a new plan for Penelope to use to delay the marriage further. The plan may be a challenge for the suitors to carry out, or a new project that Penelope must complete. Be sure that the idea is plausible and convincing. Draft a memo that outlines the proposal. In the memo, clearly state the purpose, any applicable rules, and the allotted timeframe.

The project may be either hand-written or computer generated. If you wish, add pictures to enhance the bulletin’s appearance. Be creative in your design.

Example:

NOTICE TO ALL SUITORS

A CONTEST IS TO BE HELD FOR ANY MAN SEEKING THE HAND OF PENELOPE:

QUEST FOR THE GOLDEN FLEECE

The rules: 1. One ship per contestant. 2. The crew is not to exceed forty-two men. 3. The quest must be completed in three years. 4. The contest begins next lunar cycle. 5. First contestant to return with the fleece wins.

All contestants must notify Telemachus for contest entry.

Name: ______Date:______

Chapter II

Creative Thinking

Objective: Devising a strategy and creating a bulletin

Activity

The project may be either hand-written or computer generated. If you wish, add pictures to enhance the bulletin’s appearance. Be creative in your design.

Example:

NOTICE TO ALL SUITORS

A CONTEST IS TO BE HELD FOR ANY MAN SEEKING THE HAND OF PENELOPE:

QUEST FOR THE GOLDEN FLEECE

All contestants must notify Telemachus for contest entry.

S - 29 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter IV

Drawing

Objective: Designing and drawing a mythological figure

Activity

Menelaus must capture Proteus of Egypt, the old man of the sea, in order to continue his journey home. Proteus tries to escape capture by transforming himself “into a lion with a great mane; then all of a sudden he became a dragon, a leopard, a wild boar; the next moment he was running water, and then again directly he was a tree…” (Pg. 44)

Design a unique mythological figure that Menelaus must confront. The creature’s form may portray a human, an animal, or a combination of both. Draw your creation on a separate sheet of paper. If you are not artistic, use a computer or create a collage using clippings from magazines and the newspaper.

Write a brief description of the mythological figure in the space that follows, including its name and any special abilities that it possesses.

Note to Teacher: This activity may be done in pairs or groups if students need assistance in the artwork.

Name: ______Date:______

Chapter IV

Drawing

Objective: Designing and drawing a mythological figure

Activity

Write a brief description of the mythological figure in the space that follows, including its name and any special abilities that it possesses.

S - 31 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapters III-IV

Interviewing

Objective: Interviewing characters

Activity

Telemachus travels in search of news about his father, Odysseus. In Pylos, Nestor has no information for the prince. Menelaus of Lacedaemon, however, gives Telemachus hope with news he gathered during his journey home.

Imagine that you are a popular television talk show host, and you are going to interview King Menelaus. The interview is causing a public sensation because of the magnitude of the guest, so the questions need to be interesting and revealing.

As a group, compose at least ten questions to ask Menelaus during the television talk show. You may inquire about Menelaus’ personal life or his journey, but word the questions so that they expose new and exciting information. Create answers for the questions that reflect the text or seem likely for the character. Write creative questions in order to keep the audience listening, and do not be afraid to ask controversial or potentially insulting questions.

When the questions and answers are complete, choose a student from the group to be Menelaus and someone to be the host. The remaining group members will be surprise guests, such as Helen, Ajax, Megapenthes, Proteus, or Eidothea. Present the interview before the class.

Two sample questions are provided. • How does your wife, Helen, feel about you having another child with your servant? •Menelaus, why do you suppose that Eidothea opposed her father to help you?

Note to Teacher: To enhance the activity, allow questions from the audience as the students dramatize the show. If possible, use a video camera to record the dramatizations so that students may view their work.

Name: ______Date:______

Chapters III-IV

Interviewing

Objective: Interviewing characters

Activity

Two sample questions are provided. • How does your wife, Helen, feel about you having another child with your servant? •Menelaus, why do you suppose that Eidothea opposed her father to help you?

S - 33 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter V

Theme Inference

Objective: Identifying elements of theme and speculating a different plot

Activity

A major theme of The Odyssey is the role that gods play in human lives. Most of Odysseus’ good luck and misfortunes can be attributed to the gods’ decisions and actions.

Review Chapter V to complete the Theme Chart. Cite eight instances—either positive or negative—in which the gods influence Odysseus’ life. In the second column, write what you think might have happened to Odysseus if the gods had not interfered.

An example is provided.

Note to Teacher: Answers may vary. There are several acceptable quotes, and the students’ inferences are subjective.

Name: ______Date:______

Chapter V

Theme Inference

Objective: Identifying elements of theme and speculating a different plot

Activity

A major theme of The Odyssey is the role that gods play in human lives. Most of Odysseus’ good luck and misfortunes can be attributed to the gods’ decisions and actions.

An example is provided.

S - 35 Reproducible Student Worksheet Teacher’s Page The Odyssey

Theme Chart Supportive Quotation Alternate Outcome Example: Besides, you are perfectly able to protect Without Athene’s warning, Telemachus will be killed Telemachus, and to see him safely home again, while by the suitors when he returns home. the suitors have to come hurry-skurrying back without having killed him. (Pg. 53) On their way home they sinned against Athena, who raised both wind and waves against them, so that all his brave companions perished, and he alone was carried here by wind and tide. (Pg. 55)

Nevertheless I had to come, for none of us other gods can cross Zeus, nor transgress his orders. (Pg. 55)

While he was thus in two minds, Poseiden sent a terrible great wave that seemed to rear itself above his head till it broke right over the raft… (Pg. 59)

But Athena resolved to help Odysseus, so she bound the ways of all the winds except one, and made them all lie quite still; but she roused a good stiff breeze from the North that should lay the waters till Odysseus reached the land of the Phaeacians where he would be safe. (Pg. 59) …a wave caught him and took him with such force against the rocks that he would have been smashed and torn to pieces if Athena had not shown him what to do. He caught hold of the rock with both hands and clung to it groaning till the wave retired. (Pg. 60) The wave drew him deep down under the water. Here poor Odysseus would have certainly perished even in spite of his own destiny, if Athena had not helped him to keep his wits about him. He swam seaward again, beyond reach of the stuff that was beating against the land, and at the same time he kept looking towards the shore to see if be could find some haven, or a spit that should take the waves aslant (Pg. 60) Then the god stopped his stream and stilled the waves, making all calm before him, and bringing him safely into the mouth of the river. (Pg. 60)

Then, as one who lives alone in the country, far from any neighbor, hides a brand as fire-seed in the ashes to save himself from having to get a light elsewhere, even so did Odysseus cover himself up with leaves; and Athena shed a sweet sleep upon his eyelids, and made him lose all memories of this sorrows. (Pg. 61)

Name: ______Date:______

S - 37 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter V

Research

Objective: Researching the constellations of the zodiac

Activity

While departing the island, Calypso advises Odysseus to mark constellations for guidance to Phaeacia. While drifting at sea, Odysseus takes note of Pleiades, Bear, and Orion in order to direct his course.

The ancient Greeks contributed largely to the creation of constellations, which, in turn, led to the formation of the zodiac. The zodiac, consisting of twelve constellations, is the basis for the horoscope.

Use the library, the Internet, or both to research the myths behind the twelve constellations of the zodiac then match the myth to the appropriate constellation.

Zodiac Sign Description

C 1. Aquarius A. The crab sent to harass Hercules F 2. Aries B. The archer Chiron; substitute for Prometheus A 3. Cancer C. The water carrier Ganymede; cupbearer for gods I 4. Gemini D. The virgin Astraea; spirit of justice for men K 5. Leo E. The scorpion responsible for Orion’s death L 6. Libra F. The ram of the Golden Fleece sought by Jason J 7. Pisces G. The Sea Goat; form Bacchus takes to rescue Jupiter B 8. Sagittarius from the giant, Typhoeus E 9. Scorpio H. The bull-form Jupiter takes to kidnap Europa H 10.Taurus I. Twin brothers Castor and Pollux; adventurers D 11.Virgo J. The fish; form Venus and Cupid take to escape the G 12. Capricorn giant, Typhoeus K. The Nemean lion; killed by Hercules L. The scales; balance of the universe

Name: ______Date:______

Chapter V

Research

Objective: Researching the constellations of the zodiac

Activity

Use the library, the Internet, or both to research the myths behind the twelve constellations of the zodiac. Complete the Zodiac Chart by matching the myth to the appropriate constellation.

Zodiac Sign Description

_____ 1. Aquarius A. The crab sent to harass Hercules _____ 2. Aries B. The archer Chiron; substitute for Prometheus _____ 3. Cancer C. The water carrier Ganymede; cupbearer for gods _____ 4. Gemini D. The virgin Astraea; spirit of justice for men _____ 5. Leo E. The scorpion responsible for Orion’s death _____ 6. Libra F. The ram of the Golden Fleece sought by Jason _____ 7. Pisces G. The Sea Goat; form Bacchus takes to rescue Jupiter _____ 8. Sagittarius from the giant, Typhoeus _____ 9. Scorpio H. The bull-form Jupiter takes to kidnap Europa _____ 10.Taurus I. Twin brothers Castor and Pollux; adventurers _____ 11.Virgo J. The fish; form Venus and Cupid take to escape the _____ 12.Capricorn giant, Typhoeus K. The Nemean lion; killed by Hercules L. The scales; balance of the universe

S - 39 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter VI

Plot

Objective: Changing the plot

Activity

Athene greatly affects Odysseus’ life by aiding him in all his exploits. Through Athene’s intercession, Odysseus lands safely in Phaeacia, meets Nausicaä, and is openly received by the Phaeacians. Without Athene’s intervention, Odysseus’ fate would likely be quite different.

Rewrite Chapter VI by removing Athene from the plot. Write what you suppose would happen to Odysseus without help from the goddess. What events, if any, would change without her involvement?

The revised chapter should be at least three pages in length and written in the same point of view and style as The Odyssey. The composition should start with Odysseus’ arrival in Phaeacia and end just before his journey into the city.

A brief sample is provided.

Example:

Great Odysseus awoke among the thickets, alarmed by the sound of shouting. As a lion stalks its unsuspecting prey, so did Odysseus creep through the woods to see who was nearby. In a clearing, Odysseus spied the maidens at work; they were gathering their baskets in preparation to return home. Only fair Nausicaä remained behind, curious of the rustling that came from the brush. Royal Odysseus quickly rose from his hidden position and called out to the maid: “Tell me, lady, at which land I have arrived. For over the seas I have traveled, and seen many exotic places with women fair, but in no land was there a woman possessing such beauty as you do possess. Have I arrived at Olympus? Whether you are a goddess or a mortal, please show pity upon me. I am in a strange land without clothing or food, and need a guide.” Then answered curious Nausicaä: “Sir, much strife must you have endured to be in such a way. Surely, this is not the celebrated Olympus, though this land cannot be less endearing to me. It is my home, Phaeacia, whose people have special meaning to Zeus himself. Tell me, stranger, from what land you come and for what purpose? Before you speak, however, I warn you not to approach further, else I shall call to my maids.”

Name: ______Date:______

Chapter VI

Plot

Objective: Changing the plot

Activity

Rewrite Chapter VI by removing Athene from the plot. Write what you suppose would happen to Odysseus without help from the goddess. What events, if any, would change without her involvement?

A brief sample is provided.

Example:

S - 41 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapters IV-VII

Simile

Objective: Recognizing and modifying simile

Activity

Homer’s frequent use of simile gives The Odyssey a unique style.

Divide the class into groups. As a group, identify eight instances of simile in Chapters IV through VII. List them on the Simile Chart and then interpret them. Be sure to include the page number for each quote.

Next, complete the Simile Revision Chart by choosing three passages out of those you found and creating an alternate simile for each. The new simile should relay the same message as the original.

An example of each section is provided for you.

Note to Teacher: Answers may vary for both activities. These are only examples; numerous other similes are available.

Name: ______Date:______

Chapters IV-VII

Simile

Objective: Recognizing and modifying simile

Activity

Homer’s frequent use of simile gives The Odyssey a unique style.

Next, complete the Simile Revision Chart by choosing three passages out of those you found and creating an alternate simile for each. The new simile should relay the same message as the original.

An example of each section is provided for you.

S - 43 Reproducible Student Worksheet Teacher’s Page The Odyssey

Simile Chart Simile Page Interpretation Menelaus, there are some strangers come here, 37 The men appear strong and majestic. two men, who look like sons of Zeus.

Menelaus was very angry and said, “Eteonus son 38 of Boethous. you never used to be a fool, but now you talk like a simpleton.

Telemachus and Pisistratus were astonished when 38 they saw it, for its splendor was as that of the sun and moon.

Then he swooped down through the firmament till 54 he reached the love of the sea, whose waves he skimmed like a cormorant that flies fishing every hole and corner of the ocean.

Then, coming up to the girl’s bedside like a breath 63 of wind, she hovered over her head and said…

He looked like some lion of the wilderness… 65

Athena then made him look taller and stronger 67 than before, she also made the hair grow thick on the top of his head, and flow down in curls like hyacinth blossoms. They… sail the seas… in ships that glide along 71-72 like thought, or as a bird in the air.

Name: ______Date:______

Simile Chart Simile Page Interpretation Menelaus, there are some strangers come here, 29 The men appear strong and majestic. two men, who look like sons of Zeus.

S - 45 Reproducible Student Worksheet Teacher’s Page The Odyssey

Simile Revision Chart Original Simile Revision His eyes flashed fire. A light like the sun shone in each of his eyes.

Menelaus… you talk like a simpleton. You were no fool Boethous’ son‚ Eteoneus‚ before this time‚ but now you speak foolish words endlessly‚ like a stream cascading over rocks.

Name: ______Date:______

Simile Revision Chart Original Simile Revision

S - 47 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter VIII

Journal Writing Characterization

Objective: Writing character journals

Activity

Imagine that Odysseus is a real person, and that he maintains daily journals during his voyage home. Beginning with Chapter VIII, Odysseus’ stay in Phaeacia, write a personal journal of the events that he encounters. Maintain the journal for the remainder of the book by relating major events that occur in Odysseus’ life.

Log the accounts in first person, as if Odysseus had actually written them. Try to imitate his character by relating his thoughts and mimicking his expressions. Pay attention to Odysseus’ thoughts, actions, and words in order to write a convincing journal. Use your creativity to fill any gaps, and feel free to add filler, such as personal thoughts or experiences that are believable for the character. Each entry should be at least a half-page in length.

Create a total of five entries before you have completed reading The Odyssey. You may write about any event that you find interesting or significant.

An example entry is provided for you.

An excerpt from the personal journal of Odysseus of Ithaca:

Much have I borne on this journey home; many hardships have I endured. Fear enters my heart that I shall never see my dear wife and son again, for all my strength and longing cannot withstand the will of the gods. Images of Ithaca, my beloved home, quickly fade in my mind; there is but little hope of reaching my native land. Pallas Athene, my guardian, has aided me in my travels thus far; without her I would keep company with Agamemnon, worthy son of Atreus, in Hades. By the clear-eyed goddesses’ bid- ding I find myself here, in Phaeacia, among good people. It is my hope that these Phaeacians will grant me safe passage on the final stretch of my journey to grand Ithaca, where I may be reunited with Penelope and Telemachus. With open arms the Phaeacians receive me, and give me food, entertainment, and presents, as they should. With a gladdened heart I find safety among friends. Today I heard Demodocus, the honorable bard, relay the story of Troy, and the wooden horse. How well I do know this figure, and that ruthless battle, where so many men fell. Tears ran from my eyes as the story was told, so sad was my heart; and soon did Alcinoüs notice my mournful demeanor and demand to know its cause. After much provoking, and without regret, I revealed my identity to the king and his court. There was much surprise, but no contempt, for my declaration. Phaeacia welcomes me.

Name: ______Date:______

Chapter VIII

Journal Writing Characterization

Objective: Writing character journals

Activity

Create a total of five entries before you have completed reading The Odyssey. You may write about any event that you find interesting or significant.

An example entry is provided for you.

An excerpt from the personal journal of Odysseus of Ithaca:

S - 49 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter IX

Drama

Objective: Changing a scene into a radio production

Activity

Oral tradition has been essential in preserving the legend of The Odyssey. For centuries, the adventures of Odysseus have been passed down by word of mouth as well as in manuscripts.

Note to Teacher: Divide the class into groups of at least five students for the purpose of creating a radio production. Use the scene in which Odysseus and his men meet and escape from the Cyclops. Assign each group member one of the following roles: announcer (narrator), Odysseus, Polyphemus the Cyclops, a crewmember, and a neighboring Cyclops. If the group has more than five students, the additional students may be additional crewmembers or provide sound effects.

Write a script for a radio show. In addition to the characters’ lines, be sure to indicate when sound effects should be made. Character lines do not need to exactly reflect the book; groups may choose to change the style of speech, such as modernizing the language. Revisions may be made as long as the plot and action remain the same. Sound effects may be performed by one student, usually the narrator, or shared by the group.

Perform the final production for the class or play a recorded version.

Name: ______Date:______

Chapter IX

Drama

Objective: Changing a scene into a radio production

Activity

Oral tradition has been essential in preserving the legend of The Odyssey. For centuries, the adventures of Odysseus have been passed down by word of mouth as well as in manuscripts.

Perform the final production for the class or play a recorded version.

S - 51 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter X

Newspaper

Objective: Composing a classroom newspaper

Activity

Note to Teacher: Divide the class into five groups, and assign each group one of the following departments. Compile each department’s finished product to create the final newspaper. Put the paper on display for students to read. • Journalism Department: Produce at least three brief articles about any of the events that occur in Chapter X. The articles should answer the fundamental questions of a reporter: who, what, when, where, how, and why? Feel free to use your imagination to provide any answers that the book does not. Also, be sure to include headlines. The final, edited articles should be typed in a column-like style to give the appearance of a real newspaper.

• Classified Department: Consider the various items and services that the characters in Chapter X—both mortal and immortal—have to offer. Brainstorm as a group and compile a list of items. Each student should choose two items and create a classified ad. Alphabetize the ads by product, and type the classified section for the finished newspaper.

• Advertisement Department: Consider what items the characters may need, such as water, clothes, or fishing equipment. Gather advertisements for these items from newspapers, or create your own advertisements. Compile the ads into a collage to create an advertisement insert for the paper.

• Entertainment Department: Use the style of a newspaper advice columnist to create a “Dear Athene” section for the newspaper. Each student should write a letter in which a character seeks advice from the goddess. After the questions are written, switch papers with another student in the group, who should write the response. Type the final product for submission.

• Obituary Department: Create obituaries for the characters that die in Chapter X. The book offers no personal information about the characters, so use your imagination to write the articles. Base character details on places and events in The Odyssey. Type the final products in columnar style for submission.

Name: ______Date:______

Chapter X

Newspaper

Objective: Composing a classroom newspaper

Activity

Imagine that the class is now the staff for the Grecian Post, a quarterly newspaper that covers events from the Greek islands. The deadline is approaching for the next edition, which will deal exclusively with Odysseus’ adventures in Chapter X. • Journalism Department: Produce at least three brief articles about any of the events that occur in Chapter X. The articles should answer the fundamental questions of a reporter: who, what, when, where, how, and why? Feel free to use your imagination to provide any answers that the book does not. Also, be sure to include headlines. The final, edited articles should be typed in a column-like style to give the appearance of a real newspaper.

S - 53 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapters IX-XII

Sequence of Events

Objective: Identifying the sequence of events in The Odyssey

Activity

Odysseus tells the Phaeacians about his adventures preceding his arrival at their island.

Review the Sequence Chart, which contains major events of Odysseus’ journey. Place the events in proper order by numbering them in the box provided.

For example:

Order Event 2 Odysseus leaves Troy. 1 Odysseus attacks Troy. 3 Calypso captures Odysseus.

As the numbers indicate, the order of events is the following: Odysseus attacks Troy, leaves Troy, and is captured by Calypso.

Name: ______Date:______

Chapters IX-XII

Sequence of Events

Objective: Identifying the sequence of events in The Odyssey

Activity

Odysseus tells the Phaeacians about his adventures preceding his arrival at their island.

Review the Sequence Chart, which contains major events of Odysseus’ journey. Place the events in proper order by numbering them in the box provided.

For example: Order Event 2 Odysseus leaves Troy. 1 Odysseus attacks Troy. 3 Calypso captures Odysseus. As the numbers indicate, the order of events is the following: Odysseus attacks Troy, leaves Troy, and is captured by Calypso.

S - 55 Reproducible Student Worksheet Teacher’s Page The Odyssey

Sequence Chart Order Event

10 Circe makes a truce with Odysseus.

7 The men flee from giants.

16 Zeus destroys Odysseus’ ship.

2 Lotus-eaters tempt the men.

17 Odysseus hangs from a fig tree to escape from Charybdis.

13 Odysseus’ crew binds Odysseus to the mast.

4 Odysseus escapes the cave by clinging to a ram.

1 Odysseus and his men pillage the Ciconian village.

14 Scylla eats six of Odysseus’ crewmen.

11 Odysseus speaks with his deceased mother.

9 Hermes gives Odysseus a potent herb.

3 Odysseus blinds Polyphemus.

19 Odysseus meets Calypso on the island of Ogygia.

12 Agamemnon talks about his wife’s treachery.

6 Aeolus banishes Odysseus for being cursed by the gods.

5 The crew opens the sack of wind.

18 Odysseus drifts alone on a raft in the ocean for nine days.

8 The men are penned like swine.

15 The crew eats the Sun’s kine.

Name: ______Date:______

Sequence Chart Order Event

Circe makes a truce with Odysseus.

The men flee from giants.

Zeus destroys Odysseus’ ship.

Lotus-eaters tempt the men.

Odysseus hangs from a fig tree to escape from Charybdis.

Odysseus’ crew binds Odysseus to the mast.

Odysseus escapes the cave by clinging to a ram.

Odysseus and his men pillage the Ciconian village.

Scylla eats six of Odysseus’ crewmen.

Odysseus speaks with his deceased mother.

Hermes gives Odysseus a potent herb.

Odysseus blinds Polyphemus.

Odysseus meets Calypso on the island of Ogygia.

Agamemnon talks about his wife’s treachery.

Aeolus banishes Odysseus for being cursed by the gods.

The crew opens the sack of wind.

Odysseus drifts alone on a raft in the ocean for nine days.

The men are penned like swine.

The crew eats the Sun’s kine.

S - 57 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapters I-XII

Creative Writing Headlines

Objective: Creating effective headlines

Activity

Catchy headlines are important and necessary to selling newspapers because they are likely to attract readers.

The Odyssey has the potential for a number of exciting headlines. Imagine that you are an editor for the Ithaca Post, and you are choosing headlines for the next issue. Review the chapters and select ten interesting events that would inspire the best headlines. List the headlines in the spaces provided on the following page.

An example is given.

Note to Teacher: Answers will vary. To expand this activity, have students choose one of their headlines and write an article about the event.

Example:

“NOMAN” ACCUSED OF ASSAULT

Name: ______Date:______

Chapters I-XII

Creative Writing Headlines

Objective: Creating effective headlines

Activity

Catchy headlines are important and necessary to selling newspapers because they are likely to attract readers.

An example is given.

Example:

“NOMAN” ACCUSED OF ASSAULT

S - 59 Reproducible Student Worksheet Teacher’s Page The Odyssey

Use the following space to write your headlines:

10.

Write your story. Remember to include who‚ when‚ what‚ where‚ why‚ and‚ if possible‚ how in the first paragraph if you can.

Name: ______Date:______

Use the following space to write your headlines:

10.

Write your story. Remember to include who‚ when‚ what‚ where‚ why‚ and‚ if possible‚ how in the first paragraph if you can.

S - 61 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XIII

Superstition

Objective: Creating superstitions based upon events in The Odyssey

Activity

In The Odyssey, Homer makes sure the reader understands that superstition is an active part of Greek culture. The Phaeacians, for example, believe that sacrificing twelve bulls will prevent Poseidon from damaging their city.

Note to Teacher: Divide the class into small groups to complete the Superstition Chart.

As a group, select ten events that occur in chapter XIII. The events may be major or minor. Log the events in the left column of the Superstition Chart. In the right column, create a superstition that relates to each event.

Two examples are provided.

Event Superstition Example 1: Giving rich clothing to someone will bless him or her with a prosperous future. The Phaeacian councilors give Odysseus a chest filled with golden garments and rich gifts.

Example 2: Kiss the ground when you return from a long trip to prevent having to travel again soon. Odysseus kisses the ground when he reaches Ithaca.

Name: ______Date:______

Chapter XIII

Superstition

Objective: Creating superstitions based upon events in The Odyssey

Activity

Two examples are provided.

Example 2: Kiss the ground when you return from a long trip to prevent having to travel again soon. Odysseus kisses the ground when he reaches Ithaca.

S - 63 Reproducible Student Worksheet Teacher’s Page The Odyssey

Superstition Chart Event Superstition 1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Name: ______Date:______

Superstition Chart Event Superstition 1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

S - 65 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XIII

Letter Writing Characterization

Objective: Writing a letter for Odysseus

Activity

Imagine that you are Odysseus‚ and you have a lot of free time for writing while aboard the Phaeacian ship. Choose one of the following three scenarios‚ and write a letter from Odysseus. The letter should be at least one page in length.

• Odysseus writes a letter to Penelope telling her that he will soon be arriving home. After twenty years abroad, what does Odysseus have to say to his wife?

• Odysseus writes a letter to Athene expressing his appreciation for the help she has given him. What can Odysseus say or promise to do to repay Athene’s kindness?

• Odysseus writes a letter to Poseidon expressing his anger for the hardship the god has caused him. How does Odysseus address the god; is he fearful of Poseidon’s wrath or arrogant for defeating the god?

An example is provided.

Name: ______Date:______

Chapter XIII

Letter Writing Characterization

Objective: Writing a letter for Odysseus

Activity

• Odysseus writes a letter to Penelope telling her that he will soon be arriving home. After twenty years abroad, what does Odysseus have to say to his wife?

• Odysseus writes a letter to Athene expressing his appreciation for the help she has given him. What can Odysseus say or promise to do to repay Athene’s kindness?

An example is provided.

S - 67 Reproducible Student Worksheet Teacher’s Page The Odyssey

Example of a letter from Odysseus to Poseidon:

Dear Earth-shaker,

With much respect I humble myself before you, the ruler of the sea. Your vast strength and power is revered throughout the world, power which I have experienced first-hand. You are the uncle of my friend and ally, the goddess Athene, who has aided me in every way, from my arrival at Troy until now. Never did I intend to set you and your niece against each other, especially over such an insignificant thing as a mere mortal. For ten years I have attempted to return home, to Ithaca, where my dutiful wife and son await my arrival. For ten years you have thwarted my plans. Your vengeance has taken my ship, my crew, and my spirit. Every hope I have had of seeing my family again you have crushed; every dream of setting foot on my native land once more you have destroyed. Ten years of torment have left me with only one question: why? I understand that you are angry for your son, the Cyclops Polyphemus, who called upon you for aid when I blinded him. Although you may feel compelled to defend your son, I cannot understand how you can condone his behavior. When we arrived at the cave where Polyphemus lives, he showed no hospitality that is due to a guest. When we called upon the great god, Zeus himself, for assistance, your son mocked us and scoffed at the dwellers of Olympus. Polyphemus’ ridiculed the gods, including you, illustrious Poseidon. How can I, who reveres the gods, respect any creature that shows you no respect? I watched with horror as the Cyclops devoured my crewmen—my friends—who have faithfully followed me since our departure from Ithaca. We gave him no cause for this disgusting action, and Polyphemus gave no warning of his intentions. He had no reason other than that he is detestable among all creatures. Trapped in the Cyclops’ lair, I thought that all was lost, and that I would never see my beloved family or home again. Blinding the Cyclops was a last act of desperation, an act I regretted having to do, but I found necessary to survive. So with a heavy heart I beseech you, Earth-shaker, to take pity upon me. Understand the reasons why I did what I did. I take no pride in blinding your son, but I also do not think that my life for his sight is a fair exchange. Please grant me safe passage back to Ithaca, now that I am, hopefully, on the last stretch of my journey. The Phaeacians, who are ever dutiful to the gods, are kind enough to give me aid. If you should grant me this favor, I shall construct a temple dedicated to you, worthy Poseidon, upon reaching my home. Great honors will be made to you for the grace that you have bestowed in sparing my life.

Your most humble servant,

Odysseus

Name: ______Date:______

Example of a letter from Odysseus to Poseidon:

Dear Earth-shaker,

Your most humble servant,

Odysseus

S - 69 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XIV

Creative Writing Myth

Objective: Creating a myth

Activity

Note to Teacher: This activity may be done individually or in groups.

Using the Mythological Elements Chart, circle the element in each column that corresponds to the last four digits of your phone number. For example, if the phone number ends with 8926, the elements are a king, the North Pole, an ivory box, and separation of social classes. Complete the Selected Elements Chart.

Next, incorporate the elements to write an original myth. In five minutes, write a page-long introduction to the story. Be sure to write in third person and to give the story a title. When you have finished writing, pass the papers to the left. Include the Selected Elements Chart so that the next student understands the criteria for that particular myth. Each student then writes a page-long body for the next myth. After another few minutes of writing, pass the stories to the left, and write a page-long conclusion.

When this activity is complete, each student will have had a chance to write the beginning, middle, and end of a myth.

Name: ______Date:______

Chapter XIV

Creative Writing Myth

Objective: Creating a myth

Activity

When this activity is complete, each student will have had a chance to write the beginning, middle, and end of a myth.

S - 71 Reproducible Student Worksheet Teacher’s Page The Odyssey

Mythological Elements Chart Main Character Setting Key Object Theme

0. an elf 0. a colony on Mars 0. a staff 0. duty to oneself

1. a sorceress 1. the Old West 1. a sword 1. importance of family

2. downfall through 2. a basket weaver 2. medieval England 2. an ivory box misdeeds

3. an ogre 3. ancient Egypt 3. a magical book 3. coming of age

4. a hermit 4. Atlantis 4. a talisman 4. loyalty of friends

5. a fisherman 5. your neighborhood 5. a silver bracelet 5. star-crossed lovers

6. separation of social 6. a princess 6. a park 6. a hat classes 7. child’s perception of 7. a thief 7. a shopping mall 7. a giant ruby a parent

8. a king 8. a Scottish castle 8. an ancient crown 8. fate

9. a tailor 9. the North Pole 9. a cloak 9. mental instability

Selected Elements Chart Category Digit Description

Main Character

Setting

Key Object

Theme

Name: ______Date:______

Mythological Elements Chart Main Character Setting Key Object Theme

0. an elf 0. a colony on Mars 0. a staff 0. duty to oneself

1. a sorceress 1. the Old West 1. a sword 1. importance of family

2. downfall through 2. a basket weaver 2. medieval England 2. an ivory box misdeeds

3. an ogre 3. ancient Egypt 3. a magical book 3. coming of age

4. a hermit 4. Atlantis 4. a talisman 4. loyalty of friends

5. a fisherman 5. your neighborhood 5. a silver bracelet 5. star-crossed lovers

6. separation of social 6. a princess 6. a park 6. a hat classes 7. child’s perception of 7. a thief 7. a shopping mall 7. a giant ruby a parent

8. a king 8. a Scottish castle 8. an ancient crown 8. fate

9. a tailor 9. the North Pole 9. a cloak 9. mental instability

Selected Elements Chart Category Digit Description

Main Character

Setting

Key Object

Theme

S - 73 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XV

Characterization

Objective: Recognizing character traits

Activity

Disguised as a beggar, Odysseus tells Eumaeus that he intends to search for work as a servant in the palace. Odysseus explains, “There is no one living who would make a more hand servant than I should—to put fresh wood on the fire, chop fuel, carve, cook, pour out wine, and do all those services that poor men have to do for their betters.” (Pg. 160) Eumaeus, however, tries to dissuade Odysseus from his intention.

Imagine that Odysseus must maintain his masquerade for several months. In the meantime, he needs a job to live.

Consider the positions that are listed in the Career Chart. Complete the chart by writing why each job is good and bad for Odysseus.

The first line is completed as an example.

Note to Teacher: This activity requires students to analyze Odysseus’ character strengths and weaknesses. Answers will vary.

Name: ______Date:______

Chapter XV

Characterization

Objective: Recognizing character traits

Activity

Imagine that Odysseus must maintain his masquerade for several months. In the meantime, he needs a job to live.

Consider the positions that are listed in the Career Chart. Complete the chart by writing why each job is good and bad for Odysseus.

The first line is completed as an example.

S - 75 Reproducible Student Worksheet Teacher’s Page The Odyssey

Career Chart Career Good because… Bad because… Odysseus has extensive knowledge. Odysseus has little patience. Teacher

Bard

Cook

Shepherd

Soldier

Shipbuilder

Tax collector

Fisherman

Olympian

Farmer

Actor

Name: ______Date:______

Career Chart Career Good because… Bad because… Odysseus has extensive knowledge. Odysseus has little patience. Teacher

Bard

Cook

Shepherd

Soldier

Shipbuilder

Tax collector

Fisherman

Olympian

Farmer

Actor

S - 77 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XVI

Emotions

Objective: Analyzing the text to locate quotes that express emotions

Activity

Odysseus and Telemachus experience a range of emotions when they are reunited and as they plan vengeance on the suitors.

The Emotions Chart contains feelings that are experienced by a character at least once in Chapter XVI. Locate and quote from the text an example of each emotion, and include the page number of the quote.

An example is provided.

Note to Teacher: Divide the class into groups to complete the Emotions Chart. Students may find quotes other than those that are given. Some quotes may also encompass more than one emotion and are, therefore, interchangeable.

Name: ______Date:______

Chapter XVI

Emotions

Objective: Analyzing the text to locate quotes that express emotions

Activity

Odysseus and Telemachus experience a range of emotions when they are reunited and as they plan vengeance on the suitors.

An example is provided.

S - 79 Reproducible Student Worksheet Teacher’s Page The Odyssey

Emotions Chart Emotion Quote Page(s) Let us consider how we can make an end of him. He must not escape 171 Hatred us; our affair is never likely to come off while he is alive.

“My friends… I am not in favor of killing Telemachus. It is a heinous 171-172 Nervousness thing to kill one who is of noble blood.

We kept a succession of courts upon the headlands all day long, and 174 when the sun went down we never went on shore to sleep, but waited in Frustration the ship all night until morning in the hope of capturing and killing him; but some god has conveyed him home in spite off us. He kissed his head and both his beautiful eyes, and wept for joy. 165 Affection

The suitors were surprised and angry at what had happened, so they went 171 Disappointment outside the great wall that ran around the outer court, and held council near the main entrance.

But Telemachus could not yet believe that it was his father, and said: “You 168 Disbelief are not my father…”

A father could not be more delighted at the return of an only son, the child 165 of his old age, after ten years absence in a foreign country and having gone Love through much hardship. He embraced him, kissed him all over as though he had come back from the dead… Now you devour his property without paying for it, and break my heart by 172 Anger wooing his wife and trying to kill his son. Leave off doing so, and stop the others also.

“She is still at the house,” replied Eumaeus, “grieving and breaking her 166 Sorrow heart, and doing nothing but weep, both night and day continually.”

“No matter how valiant a man may be he can do nothing against num- 166 Helplessness bers, for they will be too strong for him.”

He used to superintend the work of his farm in spite of his bitter sorrow 167 about Odysseus, and he would eat and drink at will along with his Depression servants; but they tell me that from the day on which you set out for Pylos he has neither eaten nor drunk as he ought to do, nor does he look after his farm, but sits weeping and wasting the flesh off his bones.

Name: ______Date:______

Emotions Chart Emotion Quote Page(s) Let us consider how we can make an end of him. He must not escape 159 Hatred us; our affair is never likely to come off while he is alive.

Nervousness

Frustration

Affection

Disappointment

Disbelief

Love

Anger

Sorrow

Helplessness

Depression

S - 81 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapters I-XVII

Critical Thinking

Objective: Identifying binary opposition

Activity

The Odyssey contains several minor conflicts, some of which are hard to notice. These conflicts, called binary oppositions, are intricate parts of every conflict in The Odyssey.

Honesty versus deception is an example of a binary opposition. In his travels, Odysseus often tells fictional stories about himself to the people he meets. Sometimes his lies are necessary, such as when Odysseus meets the Cyclops, but, at times, his lies are unfounded. The conflicting circumstances bring to mind the question, “Is Odysseus an honest man who only lies when necessary, or does he enjoy lying?”

The Opposition Chart contains several binary oppositions that are found in The Odyssey. The right column is comprised of questions that are a result of a specific opposition listed on the left. For each question, supply the letter of the corresponding opposition. Letters may be used more than once.

Name: ______Date:______

Chapters I-XVII

Critical Thinking

Objective: Identifying binary opposition

Activity

The Odyssey contains several minor conflicts, some of which are hard to notice. These conflicts, called binary oppositions, are intricate parts of every conflict in The Odyssey.

S - 83 Reproducible Student Worksheet Teacher’s Page The Odyssey

Opposition Chart Binary Opposition Questions Resulting from Oppositions D 1. Without the same knowledge as his father, will A. Appearance versus Reality Telemachus be as strong a ruler as Odysseus?

H 2. Are Odysseus’ exploits necessary to please his captors, or is he willingly unfaithful to Penelope? B. Mother versus Children A 3. Do the gods need to disguise themselves to mortals, or are their disguises unnecessary? C. Male versus Female E 4. How can Calypso truly care about Odysseus if she keeps him prisoner? D. Inheritance versus Experience F 5. Is Odysseus’ mind or his brawn more of an asset to him during his journey?

E. Love versus Infatuation B 6. Who actually controls the household: Penelope or Telemachus?

F. Cunning versus Strength G 7. Is the Cyclops obligated to be nice to Odysseus and his men, or is Polyphemus justified in his actions?

I 8. Does Odysseus have any control over the events of his G. Hospitality versus Hostility life, or do the gods control everything that happens?

C 9. Does Penelope manipulate the suitors, or do they control her? H. Trust versus Betrayal J 10. Does Eumaeus help Telemachus because he is concerned or because he is obligated? I. Fate versus Free will C 11. Why does most of the aid Odysseus receives come from goddesses instead of gods?

J. Friendship versus Obligation J 12. Do Odysseus’ men follow him into dangerous places because they must or because they are comrades?

Name: ______Date:______

Opposition Chart

Binary Opposition Questions Resulting from Oppositions

A. Appearance versus Reality _____1. Without the same knowledge as his father, will Telemachus be as strong a ruler as Odysseus?

_____2. Are Odysseus’ exploits necessary to please his captors, B. Mother versus Children or is he willingly unfaithful to Penelope?

_____3. Do the gods need to disguise themselves to mortals, or C. Male versus Female are their disguises unnecessary?

_____4. How can Calypso truly care about Odysseus if she keeps him prisoner? D. Inheritance versus Experience _____5. Is Odysseus’ mind or his brawn more of an asset to him during his journey? E. Love versus Infatuation _____6. Who actually controls the household: Penelope or Telemachus?

F. Cunning versus Strength _____7. Is the Cyclops obligated to be nice to Odysseus and his men, or is Polyphemus justified in his actions?

_____8. Does Odysseus have any control over the events of his G. Hospitality versus Hostility life, or do the gods control everything that happens?

_____9. Does Penelope manipulate the suitors, or do they H. Trust versus Betrayal control her? _____10. Does Eumaeus help Telemachus because he is concerned or because he is obligated? I. Fate versus Free will _____11. Why does most of the aid Odysseus receives come from goddesses instead of gods?

J. Friendship versus Obligation _____12. Do Odysseus’ men follow him into dangerous places because they must or because they are comrades?

S - 85 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XVIII

Irony Drawing

Objective: Depicting irony in The Odyssey

Activity

Most newspapers contain editorial cartoons that depict an artist’s opinion about people or events in a humorous manner. The cartoonist identifies an ironic situation in politics or economics and draws a cartoon to demonstrate the irony. These caricatures are located on the opinion page because they are biased exaggerations of real people or events. The finished product is humorous yet usually controversial.

Suppose that you are the cartoonist for the Ithaca Post, and you wish to create an editorial cartoon based on the events in Chapter XVIII of The Odyssey. Locate a situation that you find humorous or ironic. In the box below, create a sketch that portrays the humorous situation through exaggeration. Include a caption if necessary.

Note to Teacher: Place all the cartoons on display so that the class may enjoy them and discuss their contents.

Name: ______Date:______

Chapter XVIII

Irony Drawing

Objective: Depicting irony in The Odyssey

Activity

S - 87 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XIX

Quotations

Objective: Identifying characters’ lines from The Odyssey

Activity

Below is a list of quotes that are found throughout Chapter XIX of The Odyssey. Place the letter of the character who is speaking next to each quote.

A. Odysseus B. Penelope C. Telemachus D. Eurycleia E. Melantho

A 1. “He was a man of many friends and had few equals among the Achaeans.” (Pg. 199) B 2. “Impudent baggage. I see how abominably you are behaving, and you shall smart for it” (Pg. 197) D 3. “My child, what are you talking about? You know very well that nothing can either bend or break me.” (Pg. 203) A 4. “Lest Odysseus should come home, for there is still a chance he may do so.” (Pg. 196) E 5. “Stranger, do you mean to plague us by hanging about the house all night and spying upon the women?” (Pg. 196) B 6. “I used to keep working at my great web all day long, but at night I would unpick the stitches again.” (Pg. 198) A 7. “Nurse, do you wish to be the ruin of me?” (Pg. 203) A 8. “The sight of arms sometimes tempts people to use them.” (Pg. 195) C 9. “Surely there is some god here who has come down from heaven.” (Pg. 196) D 10.“We have had all kinds of strangers in distress come here before now, but I make bold to say that no one ever came yet who was so like Odysseus in figure, voice, and feet as yours.” (Pg. 201-202)

Name: ______Date:______

Chapter XIX

Quotations

Objective: Identifying characters’ lines from The Odyssey

Activity

Below is a list of quotes that are found throughout Chapter XIX of The Odyssey. Place the letter of the character who is speaking next to each quote.

A. Odysseus B. Penelope C. Telemachus D. Eurycleia E. Melantho

1. “He was a man of many friends and had few equals among the Achaeans.” 2. “Impudent baggage. I see how abominably you are behaving, and you shall smart for it” 3. “My child, what are you talking about? You know very well that nothing can either bend or break me.” 4. “Lest Odysseus should come home, for there is still a chance he may do so.” 5. “Stranger, do you mean to plague us by hanging about the house all night and spying upon the women?” 6. “I used to keep working at my great web all day long, but at night I would unpick the stitches again.” 7. “Nurse, do you wish to be the ruin of me?” 8. “The sight of arms sometimes tempts people to use them.” 9. “Surely there is some god here who has come down from heaven.” 10. “We have had all kinds of strangers in distress come here before now, but I make bold to say that no one ever came yet who was so like Odysseus in figure, voice, and feet as yours.”

S - 89 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapters XVII-XX

Characterization

Objective: Inferring character traits based on the action of The Odyssey

Activity

Divide the class into small groups to complete the Character Chart.

Consider the characters of Penelope, Telemachus, Antinoüs, Irus, and Eumaeus. Using the following list, each group should choose the three most prominent traits that fit each character. List the traits next to the corresponding character in the Character Chart.

Next, write a summary statement that gives supportive evidence of why each trait is outstanding in that character.

An example is provided.

Character Traits insensitive condescending honorable covetous overbearing impulsive cowardly rational sarcastic selfish loyal resourceful determined angry greedy daring jealous cruel generous compassionate spoiled dishonorable intelligent inexperienced stubborn rude dangerous witty lonely dependable

Note to Teacher: Answers will vary. As a class, have students discuss their results when the Character Charts are complete.

Name: ______Date:______

Chapters XVII-XX

Characterization

Objective: Inferring character traits based on the action of The Odyssey

Activity

Divide the class into small groups to complete the Character Chart.

Next, write a summary statement that gives supportive evidence of why each trait is outstanding in that character.

An example is provided.

S - 91 Reproducible Student Worksheet Teacher’s Page The Odyssey

Character Chart Character Trait Supportive Evidence Example: 1. Compassionate 1. Eurycleia cares for Odysseus as if he is her child.

Eurycleia 2. Loyal 2. Unlike other maids, Eurycleia remains loyal to Penelope over the years. 3. Dependable 3. Eurycleia keeps her knowledge of Odysseus’ return a secret. Penelope 1. Lonely 1. Without her husband, Penelope spends much of her free time in her chambers. 2. Resourceful 2. Penelope devises ways in which to stave off her marriage to a suitor. 3. Loyal 3. Penelope does not cheat on Odysseus during the twenty years that he is gone. Telemachus 1. Inexperienced 1. Telemachus does not know how to maintain control in his home. 2. Angry 2. Telemachus is angry that the suitors will not leave his home; he wishes to have revenge. 3. Honorable 3. Telemachus is unhappy about his mother marrying another man, but he knows that it is the honorable thing to do. Antinoüs 1. Dishonorable 1. Antinoüs plots against Telemachus while pretending to be kind to his face. 2. Determined 2. Antinoüs is willing to commit murder to marry Penelope.

3. Cruel 3. Antinoüs hits Odysseus, who is disguised as a beggar, in the back with a stool. Irus 1. Resourceful 1. Irus is a resourceful beggar; he is overweight from eating well. 2. Selfish 2. Irus wants to be the only beggar at Odysseus’ home; Irus tries to chase Odysseus away. 3. Condescending 3. Irus belittles Odysseus for being old and dirty.

Eumaeus 1. Loyal 1. Eumaeus remains a loyal servant to Odysseus, Penelope, and Telemachus. 2. Dependable 2. Eumaeus follows Telemachus’ orders without fail.

3. Daring 3. Eumaeus defends Odysseus against Antinoüs.

Name: ______Date:______

Character Chart Character Trait Supportive Evidence Example: 1. Compassionate 1. Eurycleia cares for Odysseus as if he is her child.

Eurycleia 2. Loyal 2. Unlike other maids, Eurycleia remains loyal to Penelope over the years. 3. Dependable 3. Eurycleia keeps her knowledge of Odysseus’ return a secret. Penelope

Telemachus

Antinoüs

Irus

Eumaeus

S - 93 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XXI

Speech Writing

Objective: Writing and presenting a speech

Activity

Penelope delivers Odysseus’ bow to the suitors so that they may compete. The suitors are unable to draw the bow, but they are shocked when Odysseus easily fires the weapon and hits the mark. At this point, Odysseus is ready to reveal his identity.

Choose one of the following options and write a speech that is one to two pages in length:

•Write an insightful speech for Penelope to present to the suitors when she relinquishes the bow. In the speech, express Penelope’s opinion about the suitors’ past behavior, including the attempt to murder her son. Also, express her outlook on the contest and how she feels about being the prize. If possible, give evidence to support any accusations that Penelope makes. Remember, Penelope is a bold woman who openly speaks her mind.

•Write an informative speech for Odysseus to present to the suitors after he wins the contest. In the speech, have Odysseus reveal his identity and briefly explain his whereabouts for the last ten years. Also, state his intention, which is to kill the suitors, and his reasons why. If possible, give evidence to support any accusations that Odysseus makes. When writing the speech, keep in mind that Odysseus is enraged, and he feels justified in his mission.

The speeches will be presented before the class when they are complete.

Note to Teacher: Speeches will vary in content. Make sure that the students give sufficient supportive evidence for their arguments, and that the speeches do not stray from the topic. Instruct students on proper presentation techniques, such as maintaining eye contact, speaking at a reasonable pace, and being audible.

Name: ______Date:______

Chapter XXI

Speech Writing

Objective: Writing and presenting a speech

Activity

Choose one of the following options and write a speech that is one to two pages in length:

The speeches will be presented before the class when they are complete.

S - 95 Reproducible Student Worksheet Teacher’s Page The Odyssey

Chapter XXII

Characterization

Objective: Reenacting a character’s thoughts and actions

Activity

Odysseus reveals his identity to the suitors and accuses them of treasonous behavior. The suitors beg for mercy, but Odysseus condemns and executes them.

Suppose that Odysseus, instead of killing the suitors, decides to put them on trial. As a class, act out the trial for the suitors and decide their fates.

First, with a show of hands, the class should vote on a student to be the judge. Next, divide the class into three groups: prosecution, defense, and jury. Each group should prepare its role using the following criteria:

Judge: Prepare a list of questions that you feel should be asked by either party. You are responsible for addressing these questions during the trial if they are not raised. You are also responsible for settling objections that may arise during the trial. Remember to remain objective during the proceedings.

Prosecution: The characters to be represented are Odysseus, Penelope, Telemachus, a lawyer, and witnesses to support the case. Decide on the retribution being sought; collect supporting evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court.

Defense: The characters are the suitors, represented by Antinoüs, Eurymachus, and Melanthius‚ a lawyer; and witnesses to support the defense. Build a defense against the accusations; gather evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. Also, decide what form of punishment the suitors are willing to accept.

Jury: The jury is composed of Ithacan elders, and size is determined by the amount of students left over after the other roles have been filled. As the prosecution and defense prepare, the jury should compose a list of possible sentences for the suitors, which will be voted on if the defense is found guilty. As you listen closely to both sides, log your impressions, the essential evidence, and any observations you make for each character in the Judgment Chart.

The trial should follow modern law and proceed like a hearing of the American judicial system. When the prosecution and defense have been heard, the jury must decide on a verdict, and sentence accordingly.

Note to Teacher: Students should base their cases on information from the book, and, if necessary, be able to cite the location of the information by chapter or page. Examples of possible lawsuits are attempted murder, treason, and theft.

Name: ______Date:______

Chapter XXII

Characterization

Objective: Reenacting a character’s thoughts and actions

Activity

Odysseus reveals his identity to the suitors and accuses them of treasonous behavior. The suitors beg for mercy, but Odysseus condemns and executes them.

Suppose that Odysseus, instead of killing the suitors, decides to put them on trial. As a class, act out the trial for the suitors and decide their fates.

S - 97 Reproducible Student Worksheet Teacher’s Page The Odyssey

Judgment Chart Prosecution Defense Odysseus Antinoüs Overall impression: Overall impression: