For the Teacher:
To accomplish a simple webquest such as the example below the only tools necessary are for the
students to have a barcode scanner on their device. One free example is i-nigma
The teacher can create QR codes to direct the students to the appropriate websites through free-to-use
tools such as
Getting Started the QRC way
QR Codes can embed more than a link to a website:
App Store Download
Digital business card
Paypal Buy Now Link
At www.qrstuff.com you can change the color of the QR Code, preview the code, and then either
download, print, or email your QR Codes.
Take 5-10 minutes and create the following QR Codes (be sure to test them in the QR Code Preview to
make sure they work):
1. Google map location for the school (401 S Davis Drive; in case you need it)
2. Plain text that states “creating QR Codes is easy!”
3. A link to the school’s Facebook page
4. Your school e-mail address
5. School’s telephone number (478-929-7877; in case you need it)
What did you notice when you scanned the different types of QR Codes?
Use the QR Codes below to solve this geometry problem:
Solve for x.
3x + 15
6x + 45
STEP BY STEP
BYOD makes differentiation easy and non-threatening:
Use this figure and answer the questions on your QR Code:
One Example of how to use a QR Code:
Salem Witch Trials ThingLink
African History and Culture Webquest
Using the QR codes at the bottom of the page answer the following questions:
1. Who are griots, and what was their role in West African society
2. Describe the housing and daily life in Timbuktu at the end of this time period. Mention at least three
of Leo Africanus’ observations.
3. Describe at least two traditional religious practices from West Africa.
4. Who was Mansa Musa? What role did he play in shaping the culture and religion of
5. How was Islam received by people who practiced traditional African religions?
Using the QR code at the bottom of the page go to the website and examine the art works from the
following geographic areas:
Western and Central Sudan (1400-1600)
Guinea Coast (1400-1600) and (1800-1900)
Answer the following questions:
Western and Central Sudan (1400-1600): Find the sculpture of the Seated Couple. Read the
description and briefly summarize in your own words. Include a picture.
Choose TWO works from the Guinea coast, ONE from 1400-1600 and ONE 1800-1900. Then
answer the following: a.) What is similar about the two works and b.) What is different about the two
works? Include pictures on your word document.
Essential ?How can teachers integrate technology EASILY into
Teacher will divide classroom into a
maximum of 10 teams. The students
will answer a series of multiple choice
review questions dealing with the
current unit of study. I use cartoon
grouping for randomness or number
grouping for ability.
Each team will be assigned a particular
color of ship by the website. For every
question they answer correctly, their
corresponding ship will move across the
screen. The further the ship gets the
more questions they answered
correctly. Following the game, the
teacher will download the results from
the website and discuss the FMQ
(frequently missed questions) using the
results with the students.
Students can use the QR code for
“Socrative” (posted in the room) or they
can go directly to the website.
The quiz we are using today has fun
questions so that you can see how
socrative works. It took me about 20
minutes to create my first quiz. I have
created 5 quizzes now. The 5th one
Go to socrative.com Sign up for
the free service. The website will
keep your quizzes that you make.
2. Click the box that says, “I‟m a
teacher”. This will take you to the
3. Click the box that says “manage
quizzes” and then “create a quiz”.
Follow the directions to type in
multiple choice, true/false, or short
4. Once the quiz is completed, click
the button that says “save & exit”.
5. Now click “Space Race”. Select
your quiz and the number of teams.
Don‟t forget to start the activity.
6. Look below for the student
1. Using your QR reader, go to the
socrative.com website. Click “I‟m a
2. Join the room using the room
number – look on the smartboard for the
3. Enter your name.
4. Note the color of your space ship
and begin the quiz.
How can I modify existing lesson plans?
Lesson – A Modernist Subject in Love
Introducing Modern Poetry through “The Love Song of J. Alfred Prufrock”
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including new
arguments or information.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and
1. Begin the lesson by asking students to define the term, “modern.” Discuss the students’
Technology Option: Ask this question using the PollEverywhere app. Students can text
message or tweet their responses. The question can also be revised as a multiple choice
question if most students in the class have older cell phones.
2. Show a picture of Marcel DuChamp’s “Nude Descending a Staircase.” Ask students to
answer the following questions:
-Can you identify the subject of Duchamp‟s painting? Do you have problems identifying the
subject? Why or why not?
-What adjectives can be used to describe the subject of the painting?
-How are time, space, and movement depicted in this painting?
Technology Option: Call on students in the class randomly using the PickAStudent app.
Hook your iPad up to a document camera so students can see their names being chosen.
Allow the students selected to respond and comment on one another’s responses.
3. Refine your definition of “modern” using this picture. Redirect the class as necessary until
they understand the basic characteristics of the time period and how it is different from the
4. Before analyzing “The Love Song of J. Alfred Prufrock,” revisit a love poem by another
American poet (try “Wild Nights, Wild Nights” by Emily Dickinson). Ask the students,
“Why is this poem a love poem?”
5. Now ask students if this poem is a modern poem. Ask them for specific reasons why it is
not, reminding them of the time period when Emily Dickinson wrote as a reason.
6. Point out to students that the poetic term “stanza” also means a “room” or “habitation.”
Before reading “Prufrock,” tell students they should spend some time in each “room” to gain
their footing before attempting to analyze the poem at large.
7. Pass out the Prufrock Analysis Worksheet, and read “Prufrock” with the class. Ask students
to answer the questions, either individually or in groups.
Technology Option: Use PoppletLite to rework the worksheet into a graphic organizer that
students can complete on their smart phones.
8. Lead a full class discussion on the poem, using guiding questions on the qorksheet to walk
through each stanza of the poem.
Technology Option: Rather than discussing in class, post a prompt to your classes’
Edmodo page. Ask students to respond to one another online.
9. After closely reading the poem as a class, ask students a few wrap-up questions:
9.1. How are the subject of Duchamp‟s painting and Prufrock similar? Consider the adjectives
you used to describe the subject of Duchamp‟s painting. In other words, how is your
experience viewing the painting (and others from the Armory Show) similar to your
experience reading “The Love Song of J. Alfred Prufrock). How can you account for these
similarities (e.g., sometimes you may not know exactly what you are viewing/reading)?
9.2. Ask students to compare Dickinson‟s love poem to Eliot‟s “love poem.” Now ask students
the following questions: Is “Prufrock” really a love poem? What elements get in the way of
Prufrock‟s “love”? Students might suggest any of the following: his digressions, his fear of
socializing, his bitterness toward the social world, his linguistic impotence, his selfquestioning, his repetition, his social paralysis, his fear of aging, his self-doubt, his fear of
women, and so forth.
Technology Option: Use ShowMe Interactive in order to record the entire lesson and post
to your class website for any students who were absent or may need a review.
1. Collect each student‟s copy of the completed reading analysis worksheet for “The Love Song
of J. Alfred Prufrock.”
2. Ask students to write a typed, one-page personal ad that describes J. Alfred Prufrock as an
individual seeking love. The ad should be rooted in the poem itself, and you should use
3. Ask students to write a character sketch of J. Alfred Prufrock. How do they picture him, and
why? How would they describe his relationships with other people?
4. Write a typed, three-page paper on the following topic, “Describe modernist poetry as you
understand it, using concrete examples from T.S. Eliot‟s „The Love Song of J. Alfred
Technology Option: Make any of these assessments mobile friendly by creating them on the
Dropbox (or Dropittome)
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