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QR Challenge: #M4M@Fun

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

3. Print out the QR codes.

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


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!


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.


Questions / Answers (teacher reference)

Question

Answer

1. 1. Although Measure for Measure's plot is complicated, it could be argued that its characters are simple. How would you support or refute this statement?Justify your response
2. 2. Why does the Duke lie to Isabella about her brother's death?Justify your response
3. 3. Why does Mariana agree to the Duke's plan?Justify your response
4. 4. Isabella says that she would gladly give her life to save Claudio. Do you think this is true? Why or why not?Justify your response
5. 5. Is Isabella's decision not to save her brother justified?Justify your response
6. 6. How does Shakespeare present ideas about ‘mortality and mercy' in Measure for Measure?Justify your response
7. 7. Describe Shakespeare's presentation and use of ‘low-life' characters in Measure for MeasureJustify your response
8. 8. In Measure for Measure, what is the significance, to the play as a whole, of Escalus?Justify your response
9. 9. How is Measure for Measure a Problem Play?Justify your response
10. 10. What's the overall significance of the title, Measure for Measure?Justify your response
11. 11. What's the overall function of the comic sub-plot that revolves around Pompey?Justify your answer
12. 12. Do you think the Duke is a good ruler? Does Shakespeare seem to think the Duke is a good ruler?Justify your answer
13. 13. “Some rise by sin, and some by virtue fall" (2. 1. 43) - To whom might we apply this notion?Justify your response
14. 14. Which character in the play is the most admirable? Which is the least admirable?Justify your response
15. 15. ‘The old fantastical duke of dark corners'. In your opinion, how far does this description reflect Shakespeare's presentation of the Duke in Measure for Measure?Justify your response

 



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