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QR Code Activity
Below is a lesson plan designed for implementing a QR code in the classroom. Personally, I believe QR codes can assist greatly in providing access to materials for students, which is one of the key philosophies for my own technology integration framework. It expedites the process of passing out materials and possible user error, directly guiding students to the page you would like them to be. In our readings, I found that most of the time, these Quick Response codes are used for quick and easy transition to different resources and guides, which is exactly what I wanted to introduce to this lesson!
The QR code to the right is the intended QR for this lesson. Scan it, give it a try, and see where it takes you!
QR code generated by QRStuff
Lesson Plan Template
University of Mary Washington
Title
If part of a unit, indicate lesson # of total #.
Interpreting Shakespeare’s Witches
Grade Level
9th
Time Frame
90 minutes
Designed by
Include outside resources, if any were used.
No Fear Shakespeare
Materials
Tablets/ computers, pencils, paper, handout
Essential Questions/ Big Ideas
How can we use what we know to understand Shakespeare’s writings?
VA SOLS and/or CCSS
9.3 b) Use context, structure, and connotations to determine meanings of words and phrases.
9.4 m)Use reading strategies to monitor comprehension throughout the reading process.
Objectives
Students will understand that..
the interpretation of a text is heavily dependent on audience and tone
Students will know…
How to read difficult texts using context clues
Students will be able to…
read Act V of Macbeth and understand key plot points
Formative Assessments
Call and response, end drawing.
Activities/Procedures
In bold, before each step, list the purpose of the step. This might include hook the students’ interest, introduce key concepts, transition, etc. Models of instruction dictate certain steps as well.
(Routine 5 minutes) Students will enter the classroom and log in to their tablets/computers
(Hook 10 minutes) Students will complete a daily journal prompt asking for a summary of last class’ reading.
(Review 10 minutes) As a class, the journal prompts will be reviewed to review last classes reading
(Introduce Material 5 minutes) The teacher will introduce today's lesson and present the QR code on the screen.
(Provide Instruction 5 minutes) Students will be instructed to scan the QR code and complete the handout below.
(Relay Key concepts 35 minutes) Students will have time to complete the handout below.
(Evaluate understanding (20 minutes) Students will be asked to complete a drawing of one of the scenes, using dialog from the original Shakespeare text to demonstrate understanding of the text. This drawing will be turned in as an exit slip.
Appendices (attach handouts/power point slide views, links to presentations, etc. here)
Visit the QR code and read through the text, using both the traditional text and the No Fear translation. Complete this handout by finding the quotes, citing their location, writing the No Fear translation of specifically the part given to you, and evaluate what that section is trying to say.
Old Text No Fear Translation Meaning
“She should have died hereafter.
There would have been a time for such a word.”
Cite:
“Out, damned spot! Out, I say!—One, two.
Why, then, ’tis time to do ’t.
Hell is murky!—Fie, my lord, fie!
A soldier, and afeard?
What need we fear who knows it,
when none can call our power to account?”
Cite:
“I cannot taint with fear. What’s the boy Malcolm?
Was he not born of woman? The spirits that know”
Cite:
“Go, prick thy face and over-red thy fear,
Thou lily-livered boy. What soldiers, patch?”
Cite:
“She should have died hereafter.
There would have been a time for such a word.”
Cite:
“
“As I did stand my watch upon the hill,
I looked toward Birnam, and anon methought
The wood began to move.”
Cite:
“Despair thy charm,
And let the angel whom thou still hast served
Tell thee, Macduff was from his mother’s womb
Untimely ripped.”
Cite:
“Hail, king! For so thou art. Behold where stands
The usurper’s cursèd head. The time is free.
I see thee compassed with thy kingdom’s pearl”
Cite:
Drawing Instructions: Create an image that portrays one of the scenes above using dialog of at least two characters in the play. Put the dialog that it represents beneath your image and submit it before the end of class.
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