ENGLISH 4 Quarter 2 Week 7 : Justice Delayed Is Justice Denied

Subject: English
  |  Educational level: Year IV

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QUARTER     2  :  EDUCATION FOR JUSTICE

Week          7 :  Justice Delayed Is Justice Denied

 

 I.  OBJECTIVES:

       A.  Listening/Speaking

          1.  Analyze and react critically to ideas presented in news reports, discussion, narratives, etc.
          2.  Agree/Disagree to ideas presented

 

       B.  Reading

          1.  Extract accurately the required information from sources read and reject irrelevant
               information
          2.  Determine the validity and adequacy of proof statements
          3.  Arrive at the meaning of words through association

       C.  Language Form in Use

          1.  Place prepositional phrases correctly in sentences
          2.  Express feelings, attitudes, convictions, approval and inclinations

       D.  Literature

          1.  Deduce the theme of a story
          2.  Point out the interdependence of plot, setting, and characterization to achieve the
               author's purpose
          3.  Clarify the contribution of imagery to the basic truth in life presented in the narrative

       E.  Writing

          1. Write an explanation following a decision made
          2. Organize ideas in well constructed paragraphs

 

II.   SUBJECT MATTER

        A.  Selections

           1. a. "Strange Laws" Barbara Seuling
               b. "More than Iraq," Philippine Daily Inquirer, p. 4 March, 2003
               c. "Americas' Worst Judges," Readers' Digest, pp. 17-20
           2. "The Piece of String," Guy de Maupassant, Reading for Skill and Appreciation, pp. 257-262
               by Gil, Kapili and Martinez

        B.  Language in Use

           Using prepositional phrases to express convictions, attitudes, feelings approval, inclinations

        C.  Writing

           Writing an explanation for a decision made

 

III.  PROCEDURE

         A.  Previewing

            Look closely at this editorial cartoon and answer the following questions:

      

            What message is conveyed by this cartoon?
            The cartoon used objects as symbols. Spot the objects used as symbols and clarify what
       each object stands for.

 

         B.  Listening-Speaking

            Activity 1

                   Listed below are statements that have something to do with justice. Choose the ones
            you agree with and explain why you agree with them. Then predict which of them may be
            related to the main idea of the following passages.
            1.  The scales of justice are balanced when people receive fair treatment.
            2.  People who believe in justice must work to insure it for everyone.
            3.  To improve justice, the powers of government must be defined and limited.
            4.  Justice involves insuring basic human rights.
            5.  To appreciate justice, you must experience injustice.
            6.  Science can be used to move or to deny justice.
            7.  Whenever one person is treated unjustly, the rights of all other persons are in danger.
           

            Activity 2

            1.  Is making laws and maintaining justice a serious responsibility?
            2.  Can laws be humorous? When can they be called humorous?
                 Listen to your teacher read the article "Strange Laws" and find out how it can help you
            answer the aforementioned questions.

 

Strange Laws

Barbara Seuling

            In every society, it is necessary to have a general system of laws to insure justice. Laws  are designed to make certain that people's rights are protected and that people respect each other's right. Sometimes, however, laws are passed which are specific to a time or situation. That is, they are concerned with a particular problem that has come up in a society at a particular time. For example, a town in Indiana once passed a law making it illegal to shoot open a can of food. Apparently, some gun-toting citizens forgot their can openers and, naturally enough, used their guns to do the job. This disturbed other citizens and endangered their lives, so a law was passed to prevent it.

            In many states, it was against the law for women to wear pantsuits or for men to wear their hair long. And, a law still exists making it illegal for women to wear dresses more than two inches above the ankle! Such laws may remain in existence even though society's ideas have changed.

           Sometimes, laws designed to serve a good purpose were passed but somehow these became mixed up in their wording. As a result, the laws don't make sense. In one state there is a law which says that it is “illegal to move or to attempt to move a motor vehicle." Obviously, a massive traffic jam would occur if everyone suddenly obeyed that law. But no one does, of course, because the intent of the law was not to prevent owners from moving their own cars. It was to prevent people from moving (stealing) other people's cars.

            It is often harder to repeal a law than to pass one, so many of these old laws remain in existence. Because they no longer fit the way people live or because the problem no longer exists, these laws are ignored.

            Everyone understands that and life goes on. Thus, laws that once made very good sense, now seem like nonsense. Do you suppose that some of our laws will seem ridiculous to citizens one hundred years from now?

 

             Activity 3

                    Following are examples of situations which involve serious delays in justice.
                    Listen to your teacher read the passages and decide if there is justice in the action or
             events cited or otherwise.

 

                    Description 1

                           When the gulf war ended twelve (12) years ago, the United Nations told Iraq to
                    give up its nuclear, chemical and biological weapons. Since then, Iraq's strategy has
                    been to resist, to prevaricate, to keep testing the Security Council and wait for it to    
                    begin to lose interest. What is happening now?

                                                                                    Phil Daily Inquirer, March 2003, p.4

 

                    Description 2

                           Ingram Country Circuit Court Judge James Giddings immediately issued a
                    temporary restraining order blocking the new prison policy of confiscating plastic coat
                    hangers, insulated plastic cups, ceramics, rugs and other items that had been used as
                    weapons or as container of illegal drugs in prison. This happened after the state
                    Department of Corrections (DOC) decided to restrict personal property of prisoners
                    which can be converted into weapons because of the death of two corrections' officers
                    who were murdered using a house-made knife. Prisoners who were murderers and
                    rapists led by Jon Cain filed this lawsuit, then Judge Giddings issued this order making
                    the case drag for eight long years. This cost taxpayers a large sum of money, wasted
                    legal and staff time and worst of all delayed justice.

 

                                                   - From: "America's Worst Judges," Readers Digest, pp. 17-20

             Activity 4

                    In groups often, discuss the answers to the following questions

             1.  Was there balance in the scales of justice in:
                  a. the first situation?
                  b. the case of Judge James Giddings? Explain.
             2. Do you think these injustices can be avoided? Suggest ways.
             3. Presentation of groups' outputs

 

              Activity 5

                    Still with the same group, brainstorm on the current laws or practices which delay
              justice. List all the laws you can think of and decide which, you think, is the worst.
              Remember to give reasons for your choice. Be ready to present your group's output.

 

              Activity 6

                    Dramatize a scene which portrays an incident of delaying justice, and its causes and
              effects. Be ready to present your group's output.

 

              Activity 7

                     How do you feel about people who are responsible for the delay of justice?

 

         C.  Reading

           Activity 1

                 In groups of five, talk about the answer to the following question. When does justice
           suffer? Explain.

 

           Activity 2

                  With a partner, choose from the list below the words you expect to read in the excerpts
           from “Denouncing Injustices and Announcing Justices.”

 

 

 

           Activity 3

                  Read these excerpts from “Denouncing Injustices and Announcing Justices” written by
           Fausto Gomez, O.P., S.T.D.

 

        According to classical definitions of justice, it is to give to each person his due. But what is due to a human being? The answer is simple: to each person is due his fundamental and inalienable rights which stem from his unique human dignity such as the right to life, to work, to freedom, to education, to a share in the goods of the earth, to social participation, etc. At the level or reality however, the simple and accepted definition of justice is not yet by and large a social fact. The majority have not been given their “due.” Their justice have been delayed, postponed or what? Why?

        There are numerous reasons to be considered as there are numerous faces of injustice which unfortunately expose us to misery—the never-ending ugly faces of injustices like poverty, widening gap between the rich and the poor, hunger, disease, illiteracy, discrimination, violence, oppression, lack of freedom, war, terrorism, etc. These tragic faces of injustices today are illustrations of delayed justice.

        Justice is many things to many people. In the search for a true understanding of justice, we have to proclaim justice by words and by deeds. When a word is deprived of action totally or action is delayed, automatically justice suffers.

        The virtue of justice causes us to render to everyman “his due.” This is the bare minimum and it is important that all persons have their fundamental share of justice “on time.” We must capitalize practicing justice on right time or “the moment of need.” To give witness to “justice on time” is a “just” justice meaning being just doing justice and living justice. The question is — Do we observe justice at present?

         Consider these questions:

         1. Are poverty, hunger, oppression and other things minimized if not stopped?
         2. Is the distance/gap between the rich and the poor shortened or linked?
         3. Are killing, depriving of liberty, stripping of fundamental human rights lessened?
         4. Are the people given equal rights to their personal and humanitarian needs?
         5. Are the basic rights of worker, of the poor not marginalized from the social life of             
             communistic and materialistic societies?
         6. Do we promote the right to life against nuclear threat, abortion, wars, hunger or even
             euthanasia?
         7.  Is the human dignity of all defended by the government and the churches that claimed
              themselves as advocates of justice?
         8.  Do our leaders, lawmakers and law enforcers uphold and not twist, act swiftly and not
              resort to delaying tactics in the implementation of laws?

 

      Once, Pope Paul VI expressed in his "Populurum Progressio”: When so many people are hungry, when so   many families suffer from all forms of retributions, when so many remain steeped in ignorance, when so many schools, hospitals, and houses remain to be built, all public or private squandering of wealth, all expenditures prompted by mixture of national or personal orientation, every exhausting armaments race become intolerable scandals.

      The message is clear and there is to be no possible doubt – the so-called repeated and numberless postponement or delaying of justice spread out disturbingly everywhere. Unless the practice of justice in due time is exercised, the rule of justice cannot prevail. This implies over and above, "Justice delayed is justice denied.”

 

         Activity 4. Vocabulary Check

                 Which word in the article answers to each of the following descriptions. The number of
         dashes and the first and the last letters are give as clues.
         1.  poor; penniless d __ __ __ __ __ __ __ __ __ n
         2.  distrust; suspicion d __ __ __ t
         3.  display; showing off o __ __ __ __ __ __ __ __ __ n
         4.  sharp; sudden s __ __ __ p
         5.  danger t __ __ __ __ t

        

         Activity 5

               In groups of five, share your responses to the questions about the article you read. Talk
         about the questions and other ideas you may have about the basic truth in life presented in
         the article.
         1. What is the main point of the article?
         2. Which part best illustrates the main point?
         3. Point out parts which best support the main point. Give reasons for your choices.
         4.  Which sentence best sums up what the article is about?
         5.  Specify parts which give reasons why we need not delay justice. Are his reasons based on
              reality or his over active imagination?
         6.  How does the article influence you on the importance of not delaying and denying justice?
              Sharing of groups' answers.

 

          Activity 6

                 Following are more examples of peculiar laws that still exist. Read them and discuss with
          your groupmates how they affect the lives of the people in the places where these laws are
          enforced. (Work in groups of ten.)

          Peculiar laws that still exist:


          Activity 7

                 Still with the same group, brainstorm on the possible ways people must do to avoid
          delaying or denying justice. Decide which is the best way and present its immediate, short
          term as well as long term advantages.
                 Be ready to present your group's output to the whole class.

 

         D.  Reading

            Activity 1. Read the sentences in the box.

 

1. The witness in the case lied without consideration for others.

2. He was happy with the result of the investigation.

3. The prosecuting lawyer made a mistake early in his cross examination.

              Abstraction of details

           With your partner, discuss the answers to the following questions.
           1. What do the underlined expressions have in common?
           2. What kind of words signal or introduce these expressions?
           3. What name do we give these expressions?
           4. Which prepositional phrase modifies –
               a. the noun witness?
               b. the verb lied?
               c. the adjective happy?
               d. the adverbs early?

 

           Activity 2

                  Identify the prepositional phrases in the following sentences. Tell whether it is used as
           an adjective or adverb. Then identify the word being modified by each prepositional phrase.
           1. The first trial was held in a municipal court.
           2. The denial for justice spread across the continent.
           3. Trials in court dated back to the fourteenth century.
           4. Groups of worst judges have something in common.
           5. The proofs made from their investigations are unbelievable.

 

           Activity 3. Completing tailless sentences

                   Add a prepositional phrase to complete each of the following sentences.
           1. Many people abhor delaying justice ___________________________________.
           2. Delaying justice goes _______________________________________________.
           3. Denial of justice protects criminals ______________________________________.
           4. A lawyer can often investigate safely ___________________________________.
           5. The development of a case may also seem_____________________________.

 

           Activity 4

                  Use each of the following prepositional phrases in sentence about real or imaginary
           court trial, court proceedings or case investigation. Indicate whether these are adjectives or
           adverbs.
           1. in the audience 6. throughout the year
           2. with them 7. across the court
           3. by the door 8. from the judge
           4. near the front 9. in several other cities
           5. with enthusiasm 10. without hesitation

 

           Activity 5

                  In groups of six, create a slogan, a banner, a poster, an advertisement, a sticker, or a
          book marker promoting awareness against delaying/denying justice. Use prepositional
          phrases.

 

         E.  Literature

           Activity 1

                  With" a partner, talk about the possible answers to these questions. Then report back
           to class.
           1. Who can we turn to for justice?
           2. Can we always count on them to be fair? Why?
           3. Can unhappiness kill a person?

 

           Activity 2. Vocabulary Mix and Match

                   Below are twenty (20) words. Mix and match them to come up with ten (10) pairs of
           synonymous words.

                            

           Activity 3

                  Read "The Piece of String" by Guy de Maupassant and find out how a piece of string
           affected the life of a simple and innocent man.

 

The Piece of String

Guy de Maupassant

 

         This story, one of the best known by Guy de Maupassant, has appeared in many collections of short stories. It illustrates the fact that good literature can be about anything – even a piece of string. It also exemplifies the three qualities which make Maupassant's stories supreme as forms of art: description so vivid that you can “see” the scene described, characterization so realistic that the person in the story is almost recognizable among your friends, and a plot so simple that the story could have happened to you. After reading the story, would you say, "How funny!" or "How sad!" or "How shocking”?

         On all the roads about Goderville, the peasants and their wives were coming toward the town, for it was market day. The men walked at an easy gait, the whole body thrown forward with every movement of their long, crooked legs, misshapen by hard work: by the bearing down on the plow which at the same time causes the left shoulder to rise and the figure to slant; by the moving of the grain, which makes one hold his knees apart in order to obtain a firm footing; by all the slow and laborious tasks of the fields.

         Their starched blue blouses, glossy as if varnished, adorned at the neck and wrists with a bit of white stitch-work, puffed out about their bony chests like balloons on the point of taking flight, from which protruded a head, two arms, and two feet.

         Some of them led a cow or a calf at the end of a rope. And their wives, walking behind the beast, lashed it with a branch still covered with leaves to hasten its pace. They carried on their arms great baskets, from which heads of chicken or of ducks were thrust forth. And they walked with a shorter and quicker step than their men, their stiff, lean figures wrapped in scanty shawls pinned over their flat breasts, their heads enveloped in a white linen cloth close to the hair, with a cap over all.

         Then a char-a-banc passed, drawn by a jerky-paced nag, with two men seated side by side shaking like jelly, and a woman behind who clung to the side of the vehicle to lessen the rough jolting.

         On the square at Goderville there was a crowd, a medley of men and beasts. The horns of the cattle, the high hats, with a long, hairy nap of the wealthy peasants, and the headdresses of the peasant women, appeared on the surface of the throng. And the sharp, shrill, high-pitched voices formed an incessant, uncivilized uproar over which soared at times a roar of laughter from the powerful chest of a sturdy yokel or the prolonged bellow of a cow fastened to the wall of a house.

         There was an all-pervading smell of the stable, of milk, of the dunghill, of hay, and of perspiration—that acrid, disgusting odor of man and beast peculiar to country people.

         Maitre Hauchecome of Breaute, had just arrived at Doderville and was walking toward the square when he saw a bit of string on the ground. Maitre Hauchecome, economical like every true Norman, thought that might be of use; and he stooped painfully, for he suffered with rheumatism. He took the piece of slender cord from the ground and was about to roll it up carefully when he saw Maitre Malandain, the harness-maker, standing in his doorway and looking at him. They had formerly had trouble on the subject of a halter and had remained at odds, being both inclined to bear malice. Maitre Hauchecome felt a sort of shame at being seen thus by his enemy fumbling in the mud for a bit of string. He hurriedly concealed his treasure in his blouse, then in his breeches pocket; then he pretended to look on the ground for something else, which he did not find; and finally he went on toward the market, his head thrust forward, bent double by his pains.

         He lost himself at once in the slow-moving, shouting crowd, kept in, a state of excitement by the interminable bargaining. The peasants felt of the cows, went away, returned sorely perplexed, always afraid of being cheated, never daring to make up their minds, watching the vendor's eye, striving incessantly to detect the tricks of the man and defect in the beast.

         The women, having placed their great baskets at their feet, took out their fowls which lay on the ground, their legs tied together, with frightened eyes and scarlet combs.

         They listened to offers, adhered to their prices, short of speech and impassive of face; or else, suddenly deciding to accept to the lower price offered, they would call out to the customer as she walked slowly away:

          "All right, Mait' Anthime. You can have it."

          Then, little by little, the square became empty and when the Angelus struck midday, those who lived too far away to go home betook themselves to the various inns.

          At Jourdain's, the common room was full of customers as the great yard was full of vehicles of every sort—carts, cabriolets, char-a- bancs, tilburys, unnamable carriages, shapeless, patched, with their shafts reaching heavenward like arms or with their noses in the ground and their tails in the air.

          The vast fireplace, full of clear flame, cast an intense heat against the backs of the row on the right of the table. Three spits were revolving, laden with chickens, pigeons, and legs of mutton; and a delectable odor of roast meat and of gravy dripping from the browned skin came from the hearth, stirred the guests to merriment, and made their mouths water.

          All the aristocracy of the plow ate there, at Mait' Jourdain's, the innkeeper and horsetrader—a shrewd rascal who had money.

          The dishes passed and were soon emptied like the jugs of yellow cider. Everyone told of his affairs, his sales, and his purchases. They inquired about the crops. The weather was good for green stuffs but a little wet for wheat.

          Suddenly, a drum rolled in the yard in front of the house. In an instant everybody was on his feet, save a few indifferent ones; and they all ran to the door and windows, with their mouths still full and napkins in hand.

          Having finished his long tattoo, the public crier shouted in a jerky voice, making his pauses in the wrong places:

         The people of Goderville and all those present at the market are informed that between—nine and ten o' clock this morning on the Beuzeville—road, a black leather wallet was lost, containing five hundred—francs, and business papers. The finder is requested to carry it to—the mayor's office at once, or to Maitre Fortune Houlbreque of Manneville. A reward of twenty francs will be paid."

         Then he went away. They heard once more in the distance the muffled roll of the drum and the indistinct voice of the crier.

         Then they began to talk about the incident, reckoning Maitre Houlbreque's chance of finding or not finding his wallet.

         And the meal went on.

         They were finishing their coffee when the corporal of gendarmes appeared in the doorway.

         He inquired:

         “Is Maitre Hauchecome of Breaute here?"

         Maitre Hauchecome, who was seated at the farther end of the table, answered:

         "Here I am."

         And the corporal added:

         "Maitre Hauchecome, will you be kind enough to go to the mayor's office with me? Monsieur the mayor would like to speak to you.”

         The peasant, surprised and disturbed, drank his petit verre at one swallow, rose, and even more bent than in the morning, for the first steps after each rest were particularly painful, he started off, repeating:

         "Here I am, here I am."

         And he followed the brigadier.

        The mayor was waiting for him seated in an armchair. He was the local notary, a stout, solemn-faced man, given to pompous speeches.

         "Maitre Hauchecome," he said, "you were seen this morning, on the Beuzeville road, to pick up the wallet lost by Maitre Houlbreque of Manneville."

         The rustic, dumfounded, stared at the mayor, already alarmed by this suspicion which had fallen upon him although he failed to understand it.

         "I, I-I picked up that wallet?"

         "Yes, you."

         "On my word of honor, I didn't even so much as see it."

         "You were seen."

         "They saw me, me? Who was it saw me?"

         "Monsieur Malandain, the harness-maker."

         Thereupon the old man remembered and understood; and flushing with anger he cried:

         "Ah! he saw me, did he, that sneak? He saw me pick up this string, look, m'sieu' mayor."

         And fumbling in the depths of his pocket, he produced the little piece of cord.

         But the mayor was incredulous and shook his head.

         "You won't make me believe, Maitre Hauchecome, that Monsieur, Malandain, who is a man deserving of credit, mistook this string for a wallet."

         The peasant, in a rage, raised his hand, spat to one side to pledge his honor, and said:

         "It's God's own truth, the sacred truth all the same m'sieu' mayor. I say it again, by my soul and my salvation."

         "After picking it up," rejoined the mayor, "You hunted a long while in the mud to see if some piece of money hadn't fallen out."

         The good man was suffocated with wrath and fear.

         "If anyone can tell—if anyone can tell lies like that to ruin an honest man! If anyone can say—"

         To no purpose did he protest; he was not believed.

         He was confronted with Monsieur Malandain, who repeated and maintained his declaration. They insulted each other for a whole hour. At his own request, Maitre Hauchecome was searched. They found nothing on him. At last the mayor, being sorely perplexed, discharged him, but warned him that he proposed to inform the prosecuting attorney's office and to ask for orders.

        The news had spread. On leaving the mayor's office, the old man was surrounded and questioned with serious or bantering curiosity, in which, however, there was no trace of indignation. And he began to tell the story of the string. They did not believe him. They laughed.

        He went his way, stopping his acquaintances, repeating again and again his story and his protestations, showing his pockets turned inside out to prove that he had nothing.

        They said to him:

        "You old rogue, va!"

         And he lost his temper, lashing himself into a rage, feverish with excitement, desperate because he was not believed, at a loss what to do and still telling his story.

         Night came. He must go home. He started with three neighbors, to whom he pointed out the place where he had picked up the bit of string: and all the way he talked of his misadventure.

         During the evening he made the circuit of the village of Breaute in order to tell everybody about it. He found none but incredulous listeners.

          He was ill over it all night.

          The next afternoon, about one o'clock, Marius Paumelle, a farmhand employed by Mitre Breton, a farmer of Ymausville, restored the wallet and its contents to Maitre Houlbreque of Manneville.

           The man claimed that he had found it on the road, but being unable to read, he had carried it home and given it to his employer.

           The news soon became known in the neighborhood; Maitre Hauchecome was informed of it. He started out again at once and began to tell his story, now made complete by the denouement. He was triumphant.

           "What made me feel bad," he said, "wasn't so much the thing itself, you understand, but the lying. There's nothing hurts you so much as being blamed for lying."

           All day long he talked of his adventure; he told it on the roads to people who passed, at the wine shop to people who were drinking, and after church on the following Sunday. He even stopped strangers to tell them about it. His mind was at rest now, and yet something embarrassed him although he could not say just what it was. People seemed to laugh while they listened to him. They did not seem convinced. He felt as if remarks were made behind his back.

           On Tuesday of the next week, he went to market at Goderville impelled solely by the longing to tell his story.

           Malandain, standing in his doorway, began to laugh when he saw him coming. Why?

           He accosted a farmer from Criquetot who did not let him finish but poked him in the pit of his stomach and shouted in his face: “Go on, you old fox!" then he turned on his heel.

           Maitre Hauchecome was speechless and more and more disturbed. Why did he call him "old fox"?

           When he was seated at the table in Jourdain's Inn, he set about explaining out to him:

           "Nonsense, nonsense, you old dodger! I know all about your string!"

           "But they've found the wallet!" faltered Hauchecome.

           None of that, old boy; there's one who finds it and there's one who carries it back I don't know just how you did it, but I understand

           The peasant was fairly stunned. He understood at last. He was accused of having sent the wallet back by a confederate, an accomplice.

           He tried to protest. The whole table began to laugh.

           He could not finish his dinner but left the inn amid a chorus of jeers.

           He returned home, shamefaced and indignant, suffocated by wrath, by confusion, and all the more cast down because, with his Norman cunning, he was quite capable of doing the thing with which he was charged and even of boasting of it as a shrewd trick. He had a confused idea that his innocence was impossible to establish, his craftiness being so well-known. And he was cut to the heart by the injustice of the suspicion.

           Thereupon, he began once more to tell of the adventure, making the story longer each day, adding each time new arguments, more forcible protestations, more solemn oaths which he devised and prepared in his hours of solitude, his mind being wholly engrossed by the story of the string. The more complicated his defense and the more subtle his reasoning, the less he was believed.

           "Those are the liar's reasons," people said behind his back.

           He realized it; he gnawed his nails and exhausted himself in vain efforts.

           He grew perceptibly thinner.

           Now the jokers asked him to tell the story of "The Piece of String" for their amusement, as a soldier who has seen service is asked to tell about his battle. His mind, attacked as its source, grew feebler.

           Late in December he took to his bed.

           In the first days of January he died, and in the delirium of the death agony, he protested his innocence, repeating:

           "A little piece of string—a little piece of string— see, here it is, m'sieu mayor."

 

              What is it about?

           1. Compare the market day scene in Goderville with one held in a typical town in the
               Philippines. Compare the scene at Jourdain's to one at a cheap eating place near the
               market in any of the Philippine towns.
           2.  Why was Hauchercome's innocence impossible to prove?
           3.  Could this story have happened in the Philippines? Why or why not?

 

           Activity 4

                  In groups of ten (10) do the following tasks:

           Group 1

                  De Maupassant uses vivid descriptions and concrete details of sense impressions in the
           scene. Pick out examples of sensory impressions and put them on the table below. Copy
           words or phrases that appeal to the sense of sight, touch, smell, sound and taste.

           

           Group 2

                   Choose from the statements below the basic truth or statement about life or human
           experience that the story makes.
           a. A habitual liar will never be believed.
           b. Some people make up harmful gossip from innocent actions.
           c. It is easy to be misunderstood by someone who dislikes you.
           d. Unhappiness can kill a person.
                   Pick out lines/parts of the selection which best exemplifies this truth as well as those
           which support it. Use the following map to plot your answer.

           Group 3. Characters Chart

                   Make a characters' chart showing the positive, interesting and negative traits of Maitre
           Hauchecome and Maitre Maladain.

          

                    Why was it essential for Maitre Hauchecome to be a believable person?

           Group 4

                    Trace the development of action in the story. Use the cards below to show how the
           actions are sequenced by Guy de Maupassant from start to finish.

 

 

Highlight the part which intensified the action.

 

 

Group 5

Dramatize a part which affected you most and the part which teaches you a lesson about attaining justice. Choose the most essential part.

 

Group 6. Diary Entry

Imagine that you are Maitre Hauchecome, write a diary entry explaining how you feel and react to what happened.

 

F. Writing

When we explain anything, we tell why and how things happen. In support of a decision made, we have to present a clear explanation that can show why people, places and events are the way they are.

 

Activity 1

As you read the piece below, think about what is being explained and how the explanation moves.

 

Justice involves not only being fair but also being right. The people in our society who are responsible for law and order must often rely on other people to help them find and analyze evidence in cases that require probing the truth. With complete and accurate evidences, police and judges can be more certain of being right. Without evidences, injustices might occur. We must see that justice prevails.

 

To be sure that justice prevails both detective, lawmen even scientists analyze evidences and draw conclusions from it. Analyzing evidence includes examining the various pieces of information found. Drawing conclusions from the evidences includes fitting the pieces of information together to form ideas that summarize information to come up with a final and just decision.

 

Activity 2. Abstraction of Ideas

With a partner talk about how the decision is explained by the writer. Use the following guides:

1. What examples are used by the writer to support his decision?

2. Does the writer clarify his stand on the onset?

3. What problem and solutions to this problem are presented by the writer?

4. Does the writer explain the importance of the call for action?

5. What reasons does he give to justify the need for a call of action?

 

Report back to class

 

Activity 3. Let's Do It!

Following are descriptions of situations which involve making a decision about not delaying justice. Work in groups of ten (10) and choose one situation that call for a decision. Then explain how justice can be attained and not be delayed.

 

1. A new highway is being built, and it will run right through your living room. The government wants to take over your land and tear down your house. You demand payment for your property.

2. Your neighbor is accused of stealing money from his employer. He is tried and found not guilty. A week after the trial, new evidence is found that casts doubt on his innocence.

3. You have a sign on your front lawn supporting a candidate for mayor in your town. Your neighbor doesn't like your candidate and tries to destroy your sign. You call the police, and they warn your neighbor not to touch the sign again.

4. Your front door suddenly bursts open. Two police officers rush in, flashing badges but saying nothing. They take you out of the house and into a waiting car. The next thing you know, you are in a jail cell with no one to talk –and you stay there a whole week with no one coming in to see you.

5. A newspaper reporter discovers evidence that a government official has been taking bribes for official favors. The government official calls the publisher and threatens to put her out of business if the information is published. The publisher verifies the accuracy of the information and prints the story.

 

Activity 4. On Your Own

Choose one situation described in Activity 3 or think of a situation which depicts the delay of justice. Quickwrite on what is supposed to be the right decision and explain how this decision promotes justice and denounce delay/denial of justice.

 

Activity 5. Peer Checking and Ad Polishing of Work

Exchange papers with a partner. Read, comment and check each other's work. Polish your paper and present a clear, clean copy.

 

G. Closure: A Week's Diary

Write a diary entry on the important learning you have had for the week. Begin this way.

 

Deary Diary,

With a happy note, I will write about the important experiences I've had this week. I have learned______________________________________________

_______________________________________________________________

_______________________________________________________________ etc.

 

IV. ASSIGNMENT

A. Find out more about legal rights of people in our country. Report about how that may be of interest to people your age.

B. Collect newspaper and magazine articles about situations which describe and involve the evils of delaying justice. Explain how these situations greatly affect the lives of people.

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