ENGLISH 4 Quarter 2 Week 6: Trial by

Publicity
QUARTER 2 : EDUCATION FOR JUSTICE
Week

6 : Trial by Publicity

I. OBJECTIVES
A. Listening/Speaking
1. Give reactions to what was said
2. Express varied outlooks on a given issue
3. Ask and respond to questions raised in different situations
B. Reading
1. Employ SQ3R to what was said
2. Express varied outlooks on a given issue
3. Ask and respond to questions raised in different situations
C. Grammar
1. Restate ideas using noun clauses
2. Respond to queries using noun clauses
3. Verify the forms, positions and specific functions of noun clauses
D. Literature
1. Point out the interdependence of plot, setting, and characterization in narratives to
achieve the author's purpose
2. Deduce the theme of the short story
3. Discriminate between positive and negative values
E. Writing
Write an alternative ending to a story
II. SUBJECT MATTER
A. Selections
1. Outsmarted from Keywords in Christian Living, Value My Spirituality IV, p. 130
2. Murder Is This All Public Relations?, by Philip Roth, Random House Guide To Writing,
pp. 103 104

3. They Swore My Life Away, by Clifford Shephard as told to W.W. Ward

4. Idiom, Communications Skills IV
B. Language Form in Use
Restating Ideas Using Noun Clauses, Communication Skills IV, pp. 102-103
C. Writing
Writing an Alternative Ending to a Story
III. PROCEDURE
A. Previewing
Form groups of ten an brainstorm on the following quotation:
Justice is but an enduring willingness vigorous and firm, to give each his due; and
to give each his due, we need to live wisely and moderately.
St. Francis de Sales
1. Is this true? Justify your answer.
2. Can you think of any related quotation highlighting the importance of justice?
B. Listening
Activity 1. Mind Mapping
What comes to your mind when you see/hear these words?

Activity 2
Given the title OUTSMARTED what do you think is the selection all about?

Outsmarted
A born swindler, a robber baron purchased rural property. After a few days, he visited one of
his tenants to discuss the system of dividing the harvest from his land. "From now on, we will
change the sharing system," he told the tenant. "No more percentage allocation. We will
simplify. Anything above the ground will be mine and all that is below will be yours. Is that
acceptable?"
The tenant had no choice. Refusal meant being driven out of the land. He accepted the onerous
terms but prayed to the Lord for enlightenment. Then he decided to plant peanuts. When
harvest time came, he got all the produce from below the ground and the landlord got nothing
because only the leaves of the peanut plant were above the ground.
The landlord was furious, but he had to abide with the terms he himself had set. Still bent on
getting the other part of the deal, he reversed the agreement for the second year. "This time,"
he told the tenant, "you get all the products above the ground. All the harvest below the ground
will be my share. Is that agreeable?"
"Yes, whatever you say," replied the farmer, feeling sad about the arrangement. Again he
prayed for guidance and decided to plant watermelons. In due time, he collected all the
produce on top of the ground where the watermelon vines crawled and left the roots for the
landlord.
The landlord was very angry and became even more determined to get even. He shouted,
"This year, I get all the root crops from under the produce on the ground and all the harvest
from the top of any crop you plant."
Then, what do I get?" asked the tenant, looking miserable. Well, you get the produce in
between, but nothing touching the soil and nothing on top of the plant. Do you understand?"
the landlord said with rage and annoyance.
Once more the tenant prayed for guidance and he planted corn. Because the ears were in
between the stalks, he got all the produce. No ears of corn touched the ground, none were on
top of the stalks.

Activity 3. Speak Up
What do you know about this word OUTSMART?
Activity 4
1st listening for general comprehension

2nd listening to answer the following questions:

a. What was the landowner attempting to do?
b. How did the farmer manage to outsmart him each time?
c. Do you think the landowner learned his lesson? Explain.
Activity 5. Pair Work: Reacting to the selection
Is the action of the farmer justifiable? Explain
Activity 6. Group Differentiated Activities
Group 1
Choose the part of the selection which is most interesting to you, then dramatize.
Group 2
Write a letter of appeal to your Congressmen requesting them to draft a law protecting
the rights of farmers.
Group 3
Present a mock trial based on landlord-tenant, employer-employee dispute, etc.
Group 4
Explain the meaning of equality before the law. Give examples of human conditions
assumed by equal protection of the law.
Group 5
Write a news report highlighting an incident you have witnessed or heard of. It should
be about an injustice made to someone.
Presentation of groups' outputs.
C. Reading
Activity 1
Read and relate the three quoted statements below. In what ways are they related in
terms of our yearning for justice?
1. Publicity is effective precisely because it feeds upon the real and it begins by working in
a natural appetite for pleasure although it can't offer the true object of nature which is
justice.
2. Denounce injustice in all its forms; announce justice and be a witness to it; promote

justice and the means to be educated by it.

3. Mass media in all its forms must be utilized for national development and it should be a
public forum not a weapon of special class alone.
Can you think of an example that supports these quoted statements?
Activity 2. Be Prepared
Point out whether the paired items are similar or opposite in meanings.
1. bleak cheerless
2. bun beggar
3. degenerate improve
4. dismemberment appearance
5. prowler wanderer
6. stiffen relax
Activity 3
Read the following narrative about the murder and disappearance of two teen-age girls
in Chicago. Find out what is the point in this narrative essay.

Murder Is This All Public Relations?

Philip Roth
Several winters back, while I was living in Chicago, the city was shocked and mystified the death
of two teenage girls. As far as I know, the populace is mystified still; as for the shock, Chicago is
Chicago, and one week's dismemberment fades into the next's. The victims this particular year were
sisters. They went off one December night to see an Elvis Presley movie, for the sixth or seventh time
we were told, and never came home. Ten days passed, and fifteen and twenty, and then the whole bleak
city, every street and alley, was being searched for the missing Grimes girls, Pattie and Babs. A girl
friend had seen them at the movie, a group of boys had caught a glimpse of them afterward getting into
a black Buick, another group said a green Chevy, and so on and so forth, until one day the snow melted
and the unclothed bodies of the two girls were discovered in a roadside ditch in a forest preserve west
of Chicago. The coroner said he didn't know the cause of death, and then the newspapers took over.
One paper ran a drawing of the girls on the back page, in bobby socks and Levis and babushkas: Pattie
and Babs a foot tall, and in four colors, like Dixie Dugan on Sundays. The mother of the two girls wept
herself right into the arms of a local newspaper lady, who apparently set up her typewriter on the
Grimeses' front porch and turn out a column a day, telling us that these had been good girls, hard-

working girls, average girls, churchgoing girls, etcetera. Late in the evening one could watch television
interviews featuring schoolmates and friends of the Grimes sisters: the teenage girls look around, dying
to giggle; the boys stiffen in their leather jackets. "Yeah, I knew Babs, yeah she was alright, yeah, she
was popular...." On and on, until at last comes a confession. A skid-row bum of thirty-five or so, a
dishwasher, a prowler, a no-good named Benny Bedwell, admits to killing both girls, after he and a pal
cohabited with them for several weeks in various flea-bitten hotels. Hearing the news, the weeping
mother tells the newspaper lady that the man is a liarher girls, she insists now, were murdered the
night they went off to the movie. The coroner continues to maintain (with rumblings from the press)
that the girls, show no signs of having had sexual intercourse. Meanwhile, everybody in Chicago is
buying four papers a day, and Benny Bedwell, having supplied the police with an hour-by-hour
chronicle of his adventures, is tossed in jail. Two nuns, teachers of the girls at the school they attended,
are sought out by the newspapermen. They are surrounded and questioned, and finally one of the sisters
explains all. They were not exceptional girls," the sister says, "they had no hobbies. About this time,
some good-natured soul digs up Mrs. Bedwell, Benny's mother, and a meeting is arranged between this
old woman and the mother of the slain teenagers. Their picture is taken together, two overweight,
overworked American ladies, quite befuddled but sitting up straight for the photographers. Mrs.
Bedwell apologizes for her Benny. She says, I never thought any boy of mine would do a thing like
that." Two weeks later, maybe three, her boy is out on bail, sporting several lawyers and a new onebutton-roll suit. He is driven in a pink Cadillac to an out-of-town motel where he holds a press
conference. Yes, he is the victim of police brutality. No, he is not a murderer; a degenerate maybe, but
even that is changing. He is going to become a carpenter (a carpenter!) for the Salvation Army, his
lawyers say. Immediately, Benny is asked to sing (he plays the guitar) in a Chicago night spot for two
thousand dollars a week, or is it ten thousand? I forget. What I remember is that suddenly, into the mind
of the onlooker, or newspaper reader, comes The Question: is this all public relations? But of course not
two girls are dead. Still, a song begins to catch on in Chicago, The Benny Bedwell Blues." Another
newspaper launches a weekly contest: "How Do You Think the Grimes Girls Were Murdered?" and a
prize is given for the best answer (in the opinion of the judges). And now the money begins to flow;
donations, hundreds of them, start pouring in to Mrs. Grimes from all over the city and the state. For
what? From whom? Most contributions are anonymous. Just the dollars, thousands and thousands of
themthe Sun-Times keeps us informed of the grand total. Ten thousand, twelve thousand, fifteen
thousand. Mrs. Grimes sets about refurnishing and redecorating her house. A stranger steps forward, by
the name of Shultz or SchwartzI don't really rememberbut he is in the appliance business and he
presents Mrs. Grimes with a whole new kitchen. Mrs. Grimes, beside herself with appreciation and joy,
turns to her surviving daughter and says, "Imagine me in that kitchen!" Finally, the poor woman goes
out and buys two parakeets (or maybe another Mr. Shultz presents them as a gift); one parakeet she
calls Babs, the other Pattie. At just about this point, Benny Bedwell, doubtless having barely learned to
hammer a nail in straight, is extradited to Florida on the charge of having raped twelve-year-old girl
there. Shortly thereafter I left Chicago myself and so far as I know, though Mrs. Grimes hasn't her two
girls, she has a brand-new dishwasher and two small birds.
Activity 4. Take Turns
In groups of eight (8) talk about
1. What happened to the Grimes girls?
2. What role did the media play in the Grimes' mystery? Did they help solve the mystery or
was it otherwise?

3. If you had one comment to make about this whole narrative, what would you say?
4. What is your attitude towards:

5. Did all of them work to attain justice? Explain.

Activity 5. Work in groups of ten (10) for the following:
Group 1
Cite specific parts of the narrative which show how media was used to give the people
some false sense of justice.
Group 2
Recall other examples of how the media practiced trial by publicity. Talk about the
immediate, short term and long term effects of trial by publicity.
Group 3
Create a group mural depicting the effects of trial by publicity to the lives of people and
to the progress of a particular country.
Group 4
Suppose you were a victim of trial by publicity. Talk about what you would do to attain
justice.
Group 5
Write a prayer expressing your wishes, hopes and yearnings for justice and for the end
to trial by publicity.
Presentation of groups' outputs.
D. Language Forms in Use

Keep Focused on Abstract Ideas!

1. What do the boxed expressions in the aforementioned sentences have in common?
2. What words signal these expressions?
3. What name do we give to these groups of words introduced by relative pronoun (what, that,
which, who, whose)?
4. In which sentence is the noun clause used as
a. subject of the sentence?
b. object of the transitive verb?
c. object of the preposition?
d. subjective complement
e. appositive
Activity 2. Match Up
Read each expressions in box A and complete it by selecting another expression from
box B. Work with a partner.

1. The truth is ____________________

a. that greed, dishonor and injustice do not

pay.
b. that commitment to justice today prevails.

2. The kind of justice we have in our country

shows __________________

c. what will help bring back justice and truth

d. what they see and hear from the media.

3. ______________ is what concerns me.

e. who are the favored and chosen few.

4. People are influenced by___________

5. I strongly believe __________________

Activity 3. Restating Ideas with Noun Clauses

Rewrite each sentence using a noun clause to express the thought of the underlined group
of words. Make necessary changes to form the clause.
Example:
We wish to widen acceptance of leveling justice.
(that)
Answer:
We wish that acceptance of leveling justice be widened.
1. Many victims of injustice go through a hellish experience.
(what)
2. Media, as a change agent, is hardly debatable.
(that)
3. People believe the media's pronouncements without hesitation
(what)
4. The justice system in the country is flawed based on facts.
(that)
5. In the midst of the widely felt injustices, we try to implant justice
(what)
Activity 4
Completing Sentences with Noun Clauses
1. The problem of judging another man is that ___________________.
2. We can't attain justice by __________________.
3. Falsehood, hatred and selfishness are examples of injustices which ____________.
4. The class struggle ____________________.
5. ______________________ seems practical for all of us.

Activity 5
Answer the following questions using noun clauses.
1. What do you know about trial by publicity?
2. What is the worst thing about trial by publicity?
3. What types of publicity can bring about national development and justice?
4. When is spreading news not considered a good publicity?
5. What is the consequences of trial by publicity?
E. Literature
Activity 1
Describe what and whose images are formed on your mind as you read these quotations:
1. "The time has come to talk less on justice and to do more on behalf of justice, that is to
practice justice by denouncing injustices and proclaim justice by deeds."
2. Whatever insults human dignity like disgrace, arbitrary imprisonment, deportation, and
others are examples of glaring injustices that are caused by trial by publicity."
Can we do something about trial by publicity?
Give suggestions.
Activity 2
Read the following descriptions and guess what word fits each description. Each dash
represent a letter. Use the number of dashes and some letters of each word as clues.
(arraign) 1. to accuse (a __ __ __ __ __ n)
(bum) 2. beggar (b __ __)
(forger) 3. a person who signs the name of another (f __ __ g __ __)
(grudge) 4. secret envy (g __ __ __ __ e)
(preposterous) 5. contrary to reason (p __ __ __ __s__ __r__ __ s)
Activity 3
Read They Swore My Life Away by Clifford Shephard as told to W.W. Ward and find
out what injustices are experienced by the protagonists.

They Swore My Life Away

Clifford Shephard, as told to W.W. Ward
I stood on a curb downtown, waiting for the traffic light to change. It was a little after 5 p.m. on
April 18, 1935, and I had just knocked off work for the day. I had run into Betty, my landlady, doing
her marketing in town, and we were on our way home to supper. It had been a good day and I didn't
have a care in the world. In fact, being a six-foot 200 pounder, the only thing I had on my mind at the
moment was food. That was the last untroubled thought I was going to have for the next fifteen years.
In a matter of seconds my life changed to just plain hell on earth.
As Betty and I crossed the intersection and headed for my car, a little beak-nosed man ran up
beside me and peered into my face. Suddenly he shouted, "That's him! I'd know him anywhere."
People stopped and stared at us and I could feel my face getting red. "Cut it out," I said to him.
"You've made a mistake."
"That's the same woman, too," the little guy went on excitedly. "She was with him."
"Come on," I said to Betty. But as I started forward somebody grabbed me by the arm.
I looked into the unfriendly eyes of a husky, blue-jowled man and caught the flash of a badge.
With him was a tall, sandy-haired, thin- lipped guy with freckles.
"Look," I told Blue-Jowls quietly, "I don't know who you're after, but...."
"Save it," he said. "Come along."
With the thin little man beside us, they led us to a police car and shoved us in. We drove to the
country prosecutors' office. I could see that Betty was plenty scared and I tried to reassure her. We
hadn't committed any crime. These guys had made a mistake and I expected to clear it up fast. At the
prosecutor's office the little thin-faced man told his story.
"They're the Saturday Forgers," he asserted loudly. "They were in my place of business three
months ago. I cashed a check for 'em for $35. It wasn't any good. I know 'em. I never forget a face."
The blue-jowled cop sat down on a corner of the desk. This man," he said, indicating the little
guy, "runs a liquor store downtown. We were driving around when he came running out and stopped us.
Said he'd seen a couple who had given him a bum check a while back. He swears these two are the
pair."
This was the first I knew of the reason for bringing us in. It was, of course, preposterous. I said
so. "I never had a check bounce in my life," I told the man at the desk. "There's some mistake."
He asked me my name, age and occupation. I said I was forty-nine and told him I was in
business for myself. One of the detectives chuckled. "You ain't foolin'," he said.
I explained that I'd had good sales and promotion jobs until I decided to go in for myself,
handling a liquid run-stopper for women's hosiery. The prosecutor cut me off to ask some questions of
Betty. She told him she ran a boarding house and that I was one of her regular boarders.
"How long's he been with you?"
"Four months."
"That's about the length of time this bum-check couple's been working," the sandy-haired man
said. "Description fits 'em to a T."

"They hooked a lot of us merchants," the liquor-store man said. "I can get you plenty of
witnesses."
"Call them in," said the man behind the desk. Then he went back to his papers. They fingerprint
us, then led us out into a hall, and one of the detectives pointed to a wooden bench. We sat down.
"Cliff," Betty said, "what can we do?"
I grinned at her, "Why," I said, "when the other merchants show up they'll tell 'em they made a
mistake and they'll let us go."
"What if they don't?"
"Look," I said, "this is America. They don't throw innocent people in jail."
A door opened down the hall and the detective beckoned. Back in the prosecutor's office there
were eight or nine men who stared hard at us as we walked in. "That's him," I heard a man say.
"That's the woman, too," said another. The little liquor dealer glared triumphantly at me.
Blue-jowls took my arm. "Let's go," he said.
At the door I stopped and looked back over my shoulder at that little group of men. Fellow
citizenssmall town merchantsthe kind of people you buy your bread and aspirin and underwear
from and talk with about the weather while you wait for change. These men were sending us to jail!
They wouldn't cheat a customer for anything in the world, but they took our freedom from us as if it
had been a nickel lying on the sidewalk.
I caught a glimpse of Betty's pale, frightened face before they took her away. Then a door closed
between us and I was led down steel steps to the jail. The smell of stale cigarette smoke and
disinfectant mingled with the body odor of men. At the last cell on the left we stopped. A jailer opened
the door and the detective pushed me in. I sank down on the cot, overcome by a sense of utter
helplessness. A short while ago I had been walking along the street among friendly people. Now I was
behind bars.
I spent that whole night listening for footsteps that didn't come. I watched the gray dawn filter
through the window bars and their vague shadows move slowly down the opposite wall. That day
passed, then another. The only footsteps I heard were those of the jailer bringing food. On the third day
they brought us before a judge to arraign us for forgery. As the clerk droned on, listing the witnesses
against us, I felt again the chill of complete helplessness and fear.
"We didn't do it," I mumbled once, but nobody heard. It was all I could think of to say. Later, in
my cell, the words came strong and bitter and clear, but there was no one to hear but a peevish old man
who was now my cellmate. I spent the next five months in that cell. It wasn't until October that we
were given a trial. In the big courtroom, before rows of curious, unfriendly eyes, we faced again the
storekeepers who were our accusers. One by one they took the witness stand to identify us. They told
how we'd acted, where we'd stood in their stores. Their voices carried the ring of truth and, God help
them, the jury believed what they said.
The lawyer, assigned by the court to defend us was young and inexperienced, just out of law
school. Fifteen witnesses testified in my favor, swore to my integrity. They weren't believed. A
repairman said I was in his garage having my car's headlights fixed on the day and at the hour some of
the forged checks were being cashed. He wasn't believed.
We were each sentenced to nine monthsthe length of time it takes to bring a human being into
the worldand it took only nine seconds for an impassive judge to blast me into a living hell. But at
least the torture of uncertainty was gone. There was a day I could look forward to. Each night when I

was locked in my cell at the country workhouse I made a mark on the wall. When the summer days
began to shorten I began to let myself think of the things which come with freedomwalking up to a
door and opening it, if I liked, ordering steaks and chops and hot biscuits and mashed potatoes with
gravy.
When the day came, my hands shook so that I broke the laces on one shoe. A few of the boys
called out, "So long, Cliff," and I waved. Betty, just released, was waiting in the outer office. I started
toward her, but stopped at the looks on her face. Then I saw the two detectives. One of them stepped
forward and I felt the bite of cold steel on my wrist. Once again we were under arrest. The officers led
us to a car and drove us to the country jail.
It was like dreaming a nightmare over again. There was another group of indignant local
merchants, another batch of forged checks. Sure, a druggist said. I remember them. That's the woman,
they said. A slick team. We never forget a face. All I could do was sit and stare, a lump of bitterness
closing my throat.
We were indicted again. Our trial was a heartbreaking repetition of the previous one. Betty got
nine months in the women's detention home. I was sentenced to a year and a half in the country
penitentiary. My spirit was just about broken. When they told me to eat, I ate. When they told me to
turn out my light and go to sleep, I slept. Twice I roused myself from this lethargy to apply for a
pardon. Both times it was turned down. The eighteen-months dragged out into an eternity, an empty,
desolate void. When I was released I had lost thirty-five pounds, my hair was streaked with gray and
my shoulders had a permanent slump. As I walked away from the prison gates my pace was that of a
tired old man. I tried to get a job as a salesman, but my prison record was against me. I washed dishes
in dinner. I moved lawn. I cleaned stables for a riding academy. Then the police got me again.
For the third time I faced the hard stares of storekeepers from a nearby town. This time I
lashed back. I denounced the merchants as a weak-minded old men with failing memories. But they
could have railroaded me right back into jail if it hadn't been for one thingat the time those
merchants swore they had seen me in their shops, I was already in jail! They let me go.
Now I got my first break. On that grand jury was a banker who listened carefully to the
storekeepers and suspected that the first two indictments were wrong. Through him I got in touch with
the Burns Detective Agency, which acted for the American Bankers' Association in running down
forgers. Digging into their records for a man answering my description, they discovered one Edward
Sullivan. Known as the Phantom Forger, he was over six feet tall and weighed two hundred pounds.
The agency's handwriting experts found that the signatures on the checks that I had allegedly written
were the same as those forged by the Phantom, even to the names used. Armed with this evidence, I
applied for a full pardon. In my own mind there wasn't the slightest doubt that it would be granted. And
yet they turned me down cold. Under state law I couldn't apply again for two years.
I got a job peddling rugs from door to door. But still my freedom meant nothing with a prison
record hanging over my head. Then one day the Burns Agency got in touch with me. Sullivan and his
wife had been picked up and taken to Milwaukee, Wisconsin, to answer charges for previous forgeries.
I set out for Milwaukee and on arrival went directly to the district attorney's office. There Detective
Arthur Gunderman listened to my storyand believed it. On February 10, 1939, nearly four years after
that grim day of my first arrest, I sat in the warden's office at the Wisconsin State Prison, where
Sullivan was serving an eleven-year term. When he finally was brought into the room I saw that, while
he was big and had my heavy shoulders and broad face, there the resemblance stopped. Sullivan shook
hands and sat down and I poured out the whole story. I'd brought along photostatic copies of the checks
I'd been convicted of signing and when I laid them before Sullivan he smiled.
"You got a bum deal," he said. Then he wrote out a full confession of each of the forgeries for

which I had spent almost three years in jail. Warden John Burke and Detective Gunderman signed as
witnesses.
As soon as I got back to my home state I again made application to the Board of Pardons. This
time, with Sullivan's confession, I knew there wasn't a possibility that they could turn me down. And
yet they did at their April 1940 term. There was no explanation. Just a big red "Rejected" stamped
across the form. I walked out with that piece of paper in my hand and stood on the sidewalk with the
tears blurring the bright spring sunshine.
That afternoon I got a job as a handyman in a bar and grill. One of the customers at the tavern
was a newspaper reporter, and for four years he worked with me writing appeals every two years based
on the evidence I had collected. Thirty local clergymen signed a petition asking that I be pardoned. Yet
each application was turned down.
My reporter friend got my story before the governor, who ordered the case investigated.
Under a recent revision of the state constitution, the old Board of Pardons had been replaced. The new
three-man board reviewed my case thoroughly, then presented its findings to the governor with a
unanimous recommendation that I be granted full pardon. It was signed on June 14, fifteen years after
those self-deluded merchants had stood before the court and sworn my freedom away.
I've been asked many times how I felt when handed my pardon. If I had to pick one out of
the jumble of thoughts, I suppose I'd make it gratitude that I was no longer a criminal in the eyes of the
law. I know that a guy can get awfully bitter holding a grudge, so I'm not looking back. There are a lot
of years left ahead for me. I want them to be good.
Activity 4
In group of ten answer the following questions.
Group 1
1. What action starts the story?
2. What problem was faced by the leading character?
Group 2
3. What caused the problem in the story?
4. How did Clifford react to what happened to them?
5. Pick out the part which intensified the action in the story.
Group 3
6. From the way Clifford reacted to events and people, what kind of person would you say
he was? Why was it essential for him to be a believable person?
7. Why do you think is it important for Clifford to know who was responsible for the crime
for which he paid?
Group 4
8. How did Clifford feel about what happened to him at the end? When have you
experienced the same feelings? What did you do afterwards?
9. What other character traits were displayed by Clifford everytime he was accused of

forgery, and everytime his pleas for justice were rejected?

10. How did the story end? Do you like it? Why?
Group 5
11. Did the story remind you of another story you have read or a movie. T.V. program you
have seen? Talk about their similarities.
12. In what way does the combination of the words in the title help shed light on the basic
truth in life presented in the text? Prove your point.

Activity 5
Form groups of seven and do the following tasks.
Group 1
Choose who among the characters would you like to be and give reasons for your
choice.
Group 2
1. Find someone who agrees or disagrees with
a. Clifford
b. Betty
c. the judge
d. small town merchants
e. Edward Sullivan
f. Detective Arthur Gunderman
g. reporter
2. Rank these characters from the best to the worst. Come to a decision. Give reasons for
your choices.
Group 3
At the end of the story how do you think each of the characters felt about the way
things turned out? In what ways would the future be much different in the lives of the
following:
a. Clifford
b. Betty
c. the judge

d. small town merchants

e. Edward Sullivan
f. Detective Arthur Gunderman
g. reporter friend of Clifford
h. governor
Give examples to support your answer.
Group 4
Which of the characters
a. caught your fancy (do you like best)?
b. do you hate most?
c. do you sympathize with?
d. do you feel strongly about? Give reasons for your choices.
Group 5. Press Conference What questions . . .
Present a press conference where group members will pose as Clifford, Betty, the small town
merchants, Edward Sullivan, and the judge. Two members will ask questions to these characters.
Group 6. Journal Entry
Make a journal entry on what thoughts or opinions you would like to share with others about the evils
of trial by publicity.
Group 7. Project Work
Use the message or the problem of Clifford in the story as a centerpiece of an ad campaign against the
practice of trial by publicity. Make sure your ad will move people into action against by publicity.
Presentation of groups' outputs.

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F. Writing
Activity 1
Here is a mid-section of a story. Read it, and guess what happened to the character before and after this

incident. Discuss your answer with a partner.

When I arrived at my grandmother's house, I noticed a blue van parked in front of the house. I
rang the doorbell, but there was no answer. I rang three to four times; but again there was no
answer. Just as I was about to leave, I heard a clanking noise inside. Again, I rang the bell and
waited, but still I got no answer. I walked around the back of the house and saw the rear door
wide open. As I approached, three men dashed out the door, carrying bulging bags, portable
T.V. set and a computer set. I froze in my tracks. Then, the three men ran right by me and out
to the blue van. I ran after them, only to see the van pulling away. I did however, get the
license plate number and call the police.

Activity 2
Exchange paper with your partner, and give reactions to each others' work. Consider how the main
character has been changed by the experience.
Activity 3
With a partner, discuss the answer to the questions in the following stages of a narrative.
(Orientation) 1. What happened first to whom, when, where, why and with whom?
(Complication) 2. What problem was faced by the leading character, and why did it happen? How did
the character react to what happened?
(Resolution) 3. What happened at the end?
Activity 4. Quickwrite
Reread the story in Activity 1 carefully, and stop right after the complication. Then, supply your own
version of resolution and ending.
Answer these questions.
1. How would you like the story to end?
2. Who will face the problem and how will the problem be solved?
3. What do you think will happen to the leading character?
4. How will the other characters react to what the leading character does?
5. How will the characters feel at the end?
Activity 5
Read, your ending of the story to your groupmates and ask for comments and suggestions.

Activity 6
Rewrite your story ending, and include suggestions of your classmates and teacher. Make any changes
that will improve your work. Present a neat copy of your work.
G. Closure
Looking Back Reviewing...
Complete the following expressions. Add another sentence to prove your point.
1. Radio, TV, print and other forms of media make me think of_________________
______________________________________________________________
2. Trial by publicity is _________________________________________________
_______________________________________________________________
3. Education for justice calls for _________________________________________
________________________________________________________________
4. We can always lobby against _______________________________________ by
_______________________________________________________________
5. The interesting ideas I learned this week about _________________________ are
_______________________________________________________________
6. It's good to note that I demonstrated adequate skills in ___________________
7. I have used _________________________________ to help me understand
________________________________________________________________.
8. ________________________________________ changed the way I felt about
_____________________________________________________________
9. The best thing about this week's lessons is __________________________ because
_____________________________________________________.
IV. ASSIGNMENT
Multimedia Extension
Work in groups of six. Read, compare and relate the two quotations below. Share your reactions by way
of using a poster, bookmark, skit, song, interpretative dance, banner, an ad, inspirational speech or
prayer.
1. Education for justice is a key factor in the march towards a just society.
2. In the journey from the darkness of ignorance to the light of truth lies the foundation of men's
dignity and freedom which are true marks of education and of justice.