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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
4. Cut them out and place them around your class / school.
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!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. Re-read lines 61-113. Write two sentences describing how Mrs. Stevenson feels when she hears the conversation between the two men and why she feels this way. | scared and exasperated | 2. Re-read lines 337-349 and identify Duffy’s reaction to Mrs. Stevenson’s call. | bored | 3. Re-read lines 1-27 (p. 112). Write one paragraph that describes the setting in Mrs. Stevenson’s bedroom and analyzes what kind of person she is. Cite from text to support your answer. | always sick | 4. What is Mrs. Stevenson's husband's name? | albert | 5. How did the author create suspense and fear in the end of the play? | someone on the phone, footsteps, and she can't get through to her husband. | 6. What was the man's last words to the police? | Sorry, wrong number | 7. What weapon were the men planning to use on the victim? | knife | 8. Who was "the client"? | Mr. Stevenson (albert) | 9. What was her husband's work number? | Murray Hill 9-00478 | 10. Why does she hang up on the nurse? | she's mad they won't come help her | 11. What ended up happening to the woman? | killed |

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