QR Challenge: A Bad Hair Day

Created using the ClassTools QR Treasure Hunt Generator

Teacher Notes

A. Prior to the lesson:

1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.

2. If their phone camera doesn't automatically detect and decode QR codes, ask students to

• Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
• Bring these devices into the lesson.

3. Print out the QR codes.

4. Cut them out and place them around your class / school.

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B. The lesson:

1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.

2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.

3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!

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C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

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Questions / Answers (teacher reference)

Question	Answer
1. The tense of dicebam (line 1), its three long syllables, and its placement in the line all emphasize the poet's: A) sudden shock B) growing indifference C) continued annoyance D) excessive arrogance	C
2. Line 2 indicates that A) the girl has no more hair to dye B) the girl can dye her hair as much as she wants C) no one’s hair looks better than hers D) no one can dye her hair as well as the girl can	A
3. The metrical patter of the first four feet of line 3 is A) DDSS B) DDDD C) SDDS D) DSDS	B
4. According to lines 3-4, the girl’s hair color was A) black B) blond C) white D) mixed	D
5. The arrangement of the words ater erat...erat...aureus (line 3), which emphasize contrast, is an example of A) synchysis B) metonymy C) metaphor D) chiasmus	D
6. The rhetorical questions in lines 5-6 suggest that A) the foolish girl did not care how she looked B) it was the girl’s own doing that her hair was lost C) the girl was not to blame for her foolish hairdresser’s error D) the girl’s sad hair would not look bad very long	B
7. Lines 7-8 offer the consolation of A) triumphal procession featuring conquered tribes of Germany B) a wig made from German hair C) the gift of a trip to Germany D) a German slave as a hairdresser	B
8. In line 8, tuta describes A) the German B) the gift C) the girl D) the hair	C
9. In line 9, the girl is upset because A) the poet has left her B) her hair is now in her lap C) she looks old without hair D) the poet sees her as a villain	B
10. What is Ovid’s message to the girl in line 11? A) Cheer up: it can be fixed B) Keeping your mental composure is more important that good looks C) Our damaged relationship can be repaired D) At least you have a beautiful face	A
11. In line 12, the girl is advised that A) she will seem beautiful in a wig B) no one will notice that the hair is not hers C) after a while she will look as pretty as a German D) her hair will grow back	D
12. The prevailing tone of the passage is one of A) great rejoicing B) humorous scolding C) bitter sarcasm D) deep disgust	B

 

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