A Time to kill
NOVEL QUILT
A novel quilt is made up of quilt squares featuring chapters, characters, or significant scenes from the book. Each square will include a border with a repeated design or symbol that represents a key idea. Quilt squares can incorporate visual as well as written components (e.g., an important quote or brief summary).
1. Choose a key scene, main event, character, chapter, or theme to illustrate from A Time to Kill. We will "draft" these topics to avoid extensive repetition.
2. Paper squares in a variety of colors will be provided. You can use overlaid colors, if you'd like.
3. Draw a draft of your quilt square on scratch paper. This will help you plan the spacing and arrangement of your visual and written responses.
4. Around the edges of the square, draw a one-inch border.
5. Inside the border, create your illustration. Include a sentence or two explaining the significance of the illustration, or a quote directly from the book that supports the illustration.
6. As a final touch, draw in the border. The border could be a repeated word, image, or a related line written around the edge.
7. On the back of the quilt square, write a 5-7 sentence explanation of how your illustration(s) and border connect to the novel.
8. You will share your quilt square to the class as we create our novel quilt.
A novel quilt is made up of quilt squares featuring chapters, characters, or significant scenes from the book. Each square will include a border with a repeated design or symbol that represents a key idea. Quilt squares can incorporate visual as well as written components (e.g., an important quote or brief summary).
1. Choose a key scene, main event, character, chapter, or theme to illustrate from A Time to Kill. We will "draft" these topics to avoid extensive repetition.
2. Paper squares in a variety of colors will be provided. You can use overlaid colors, if you'd like.
3. Draw a draft of your quilt square on scratch paper. This will help you plan the spacing and arrangement of your visual and written responses.
4. Around the edges of the square, draw a one-inch border.
5. Inside the border, create your illustration. Include a sentence or two explaining the significance of the illustration, or a quote directly from the book that supports the illustration.
6. As a final touch, draw in the border. The border could be a repeated word, image, or a related line written around the edge.
7. On the back of the quilt square, write a 5-7 sentence explanation of how your illustration(s) and border connect to the novel.
8. You will share your quilt square to the class as we create our novel quilt.
FROM CRIME TO COURTROOM
John Grisham's legal thriller, A Time to Kill, provides an accurate, detailed account of the criminal trial process. For our next novel-related activity, you will work with a partner to analyze one element of the criminal trial process depicted in the novel. Each pair will analyze a different step.
For each step in the process, provide representative textual evidence - a mixture of directly quoted and paraphrased - including a page number(s). Your analysis may be in bullet-point form; you do not need to write in paragraphs
1. A crime is allegedly committed.
2. Police are notified and investigate an alleged crime.
3. A person is arrested.
4. The District Attorney’s office reviews the case.
A prosecuting attorney will determine whether a person should be charged with a crime by thoroughly reviewing all reports and records, witness statements, and the suspect’s prior criminal or traffic record. The criminal case is either charged or declined.
5. Criminal Charges Are Issued Or Declined
6. Arraignment
A criminal defendant's first appearance on the formal charges before a judge. The defendant is formally charged and enters a plea of guilty, not guilty, or no contest.
Trial
A hearing at which evidence is presented to a judge or jury to determine whether the defendant is guilty beyond a reasonable doubt. A defendant may be found guilty of all, some, or none of the criminal charges.
7. Choosing a Jury
During jury selection, the judge (and usually the plaintiff and the defendant through their respective attorneys) will question a pool of potential jurors generally and as to matters pertaining to the particular case -- including personal ideological predispositions or life experiences that may pertain to the case. The judge can excuse potential jurors at this stage, based on their responses to questioning.
Also at this stage, both the defense and the prosecution may exclude a certain number of jurors, through use of "peremptory challenges" and challenges "for cause." A peremptory challenge can be used to exclude a juror for any non-discriminatory reason, and a challenge for cause can be used to exclude a juror who has shown that he or she cannot be truly objective in deciding the case
8. Opening Statements
Once a jury is selected, the first "dialogue" at trial comes in the form of two opening statements -- one from the prosecutor on behalf of the government, and the other from the defense. No witnesses testify at this stage, and no physical evidence is ordinarily utilized.
Witness Testimony and Cross-Examination
9. Prosecution
10. Defense
At the heart of any criminal trial is what is often called the "case-in-chief," the stage at which each side presents its key evidence to the jury. In its case-in-chief, the prosecution methodically sets forth evidence in an attempt to convince the jury beyond a reasonable doubt that the defendant committed the crime. It is at this point that the prosecutor calls eyewitnesses and experts to testify. The prosecutor may also introduce physical evidence, such as photographs, documents, and medical reports.
After the prosecution concludes its case-in-chief, the defense can present its own evidence in the same manner. Once the prosecution and defense each have had an opportunity to present their case and to challenge the evidence presented by the other, both sides "rest," meaning that no more evidence will be presented to the jury before closing arguments are made.
11. Closing Arguments Similar to the opening statement, the closing argument offers the government and defense a chance to "sum up" the case, recapping the evidence in a light favorable to their respective positions. This is the final chance for the parties to address the jury prior to deliberations, so in closing arguments the government seeks to show why the evidence requires the jury to find the defendant guilty. In turn, the defense tries to establish that the government has fallen short of its "burden of proof," so that the jury must find the defendant "not guilty."
12. Jury Instruction After both sides of the case have had a chance to present their evidence and make a closing argument, the next step toward a verdict is jury instruction -- a process in which the judge gives the jury the set of legal standards it will need to decide whether the defendant is guilty or not guilty. The case then goes "to the jury."
13. Jury Deliberation and Verdict After receiving instruction from the judge, the jurors as a group consider the case through a process called "deliberation," attempting to agree on whether the defendant is guilty or not guilty of the crime(s) charged. Once the jury reaches a verdict, the jury foreperson informs the judge, and the judge usually announces the verdict in open court.
John Grisham's legal thriller, A Time to Kill, provides an accurate, detailed account of the criminal trial process. For our next novel-related activity, you will work with a partner to analyze one element of the criminal trial process depicted in the novel. Each pair will analyze a different step.
For each step in the process, provide representative textual evidence - a mixture of directly quoted and paraphrased - including a page number(s). Your analysis may be in bullet-point form; you do not need to write in paragraphs
1. A crime is allegedly committed.
2. Police are notified and investigate an alleged crime.
3. A person is arrested.
4. The District Attorney’s office reviews the case.
A prosecuting attorney will determine whether a person should be charged with a crime by thoroughly reviewing all reports and records, witness statements, and the suspect’s prior criminal or traffic record. The criminal case is either charged or declined.
5. Criminal Charges Are Issued Or Declined
6. Arraignment
A criminal defendant's first appearance on the formal charges before a judge. The defendant is formally charged and enters a plea of guilty, not guilty, or no contest.
Trial
A hearing at which evidence is presented to a judge or jury to determine whether the defendant is guilty beyond a reasonable doubt. A defendant may be found guilty of all, some, or none of the criminal charges.
7. Choosing a Jury
During jury selection, the judge (and usually the plaintiff and the defendant through their respective attorneys) will question a pool of potential jurors generally and as to matters pertaining to the particular case -- including personal ideological predispositions or life experiences that may pertain to the case. The judge can excuse potential jurors at this stage, based on their responses to questioning.
Also at this stage, both the defense and the prosecution may exclude a certain number of jurors, through use of "peremptory challenges" and challenges "for cause." A peremptory challenge can be used to exclude a juror for any non-discriminatory reason, and a challenge for cause can be used to exclude a juror who has shown that he or she cannot be truly objective in deciding the case
8. Opening Statements
Once a jury is selected, the first "dialogue" at trial comes in the form of two opening statements -- one from the prosecutor on behalf of the government, and the other from the defense. No witnesses testify at this stage, and no physical evidence is ordinarily utilized.
Witness Testimony and Cross-Examination
9. Prosecution
10. Defense
At the heart of any criminal trial is what is often called the "case-in-chief," the stage at which each side presents its key evidence to the jury. In its case-in-chief, the prosecution methodically sets forth evidence in an attempt to convince the jury beyond a reasonable doubt that the defendant committed the crime. It is at this point that the prosecutor calls eyewitnesses and experts to testify. The prosecutor may also introduce physical evidence, such as photographs, documents, and medical reports.
After the prosecution concludes its case-in-chief, the defense can present its own evidence in the same manner. Once the prosecution and defense each have had an opportunity to present their case and to challenge the evidence presented by the other, both sides "rest," meaning that no more evidence will be presented to the jury before closing arguments are made.
11. Closing Arguments Similar to the opening statement, the closing argument offers the government and defense a chance to "sum up" the case, recapping the evidence in a light favorable to their respective positions. This is the final chance for the parties to address the jury prior to deliberations, so in closing arguments the government seeks to show why the evidence requires the jury to find the defendant guilty. In turn, the defense tries to establish that the government has fallen short of its "burden of proof," so that the jury must find the defendant "not guilty."
12. Jury Instruction After both sides of the case have had a chance to present their evidence and make a closing argument, the next step toward a verdict is jury instruction -- a process in which the judge gives the jury the set of legal standards it will need to decide whether the defendant is guilty or not guilty. The case then goes "to the jury."
13. Jury Deliberation and Verdict After receiving instruction from the judge, the jurors as a group consider the case through a process called "deliberation," attempting to agree on whether the defendant is guilty or not guilty of the crime(s) charged. Once the jury reaches a verdict, the jury foreperson informs the judge, and the judge usually announces the verdict in open court.
A time to kill - Action News Reporting
Our second novel-related activity will focus on the events of the novel that take place outside, as well as inside, the courtroom. Working in groups of three explore three events that take place in the book. You will then adopt the roles of "broadcast journalists" and deliver reports.
In order to avoid unnecessary repetition, each group will "pitch" their story ideas.
Each newscast will include
In order to avoid unnecessary repetition, each group will "pitch" their story ideas.
Each newscast will include
- a professional news opening, including station name and introduction of the first reporter.
- a variety of news stories reporting on the events of the novel. The events should occur close to one another in the plot.
- news stories demonstrate a complete understanding of the text. Facts, eyewitness quotes, and details are accurate.
- transitions between stories and speakers that are planned and rehearsed. Transitions are smooth and professional
- an ending with a professional news closing providing a definite ending to the presentation
- newscasts may make use of complementary background images
- Projection
- Articulation/Enunciation
- Posture/Eye Contact
- Inflection/Energy
- Professionalism
how to write broadcast news stories
Writing for television, radio or video requires a different set of skills than writing text. Clear and condensed writing is key. After all, a radio listener or TV viewer can't go back and re-read a sentence.
To improve your broadcast writing, open a major newspaper, pick any news article, and try reading the first paragraph aloud.
You'll probably find that it’s long and dry, and you’ll run out of breath before finishing it.
To help you hone your broadcast writing skills, here are some tips:
Write like you speak
Write in your own voice, in a conversational tone, as if you’re speaking to only one listener. Keep sentences short. If you have a long sentence, follow it up with a short one. When you go back and read your narration aloud, do you truly sound like yourself? Doing so will make it sound more like real speech, as opposed to a script someone is reading.
EXAMPLE:
EXAMPLE:
Keep it simple
Allot a sentence to each idea. Be clear and concise, stick to the story and don't try too hard to be "clever." Too much detail can become irrelevant and make the story lose focus. Avoid most multiple-syllable words, words that are tough to pronounce and long, convoluted sentences. "Treasure small words," Dillon says.
EXAMPLE:
EXAMPLE:
Provide specificity
Although the goal is to write clearly, you must also avoid being too general. Dillon says reporters should provide context for anything that may cause confusion or "raise eyebrows." When describing people, don't label them. Tell exactly what they do as opposed to using their official title.
Tell stories in a logical order
Make sure that your content has a beginning, a middle and an ending. Don't bury the lead; state the news near the top, without too much buildup.
Use the present tense and active voice
You're writing for flow and to express what is going on now. Broadcast strives for immediacy. To convey this to the listener, use the active voice whenever possible. In English, try to use a subject-verb-object sentence structure. For example: "Police (subject) have arrested (verb) 21 activists (object) for staging a protest at Merlion Park on Saturday afternoon."
EXAMPLE:
Use a Lead-in Sentence
Most broadcast news stories start with a lead-in sentence that is fairly general. Broadcast news writers do this to alert viewers that a new story is being presented, and to prepare them for the information that is to follow.
EXAMPLE:
"There's more bad news today from Iraq."
Note that this sentence doesn't say very much. But again, it lets the viewer know that the next story is going to be about Iraq.
The lead-in sentence almost serves as a kind of headline for the story.
Here's an example of a broadcast news item. Note the use of a lead-in line, short, simple sentences, and a conversational style.
"There's more bad news from Iraq. Four U.S. soldiers were killed in an ambush outside Baghdad today. The Pentagon says the soldiers were hunting insurgents when their Humvee came under sniper fire. The Pentagon hasn't yet released the soldiers' names."
To improve your broadcast writing, open a major newspaper, pick any news article, and try reading the first paragraph aloud.
You'll probably find that it’s long and dry, and you’ll run out of breath before finishing it.
To help you hone your broadcast writing skills, here are some tips:
Write like you speak
Write in your own voice, in a conversational tone, as if you’re speaking to only one listener. Keep sentences short. If you have a long sentence, follow it up with a short one. When you go back and read your narration aloud, do you truly sound like yourself? Doing so will make it sound more like real speech, as opposed to a script someone is reading.
EXAMPLE:
- Print: Pope Benedict XVI joined U.S. President Barack Obama and Queen Elizabeth II on Friday by launching his own YouTube channel, the latest Vatican effort to reach out to the digital generation.
- Broadcast: President Obama has a Youtube channel. So does Queen Elizabeth. Now Pope Benedict has one too. The pope wants to use the new channel to reach out to young people.
EXAMPLE:
- Print: The physician conducted an extensive autopsy on the decedent.
- Broadcast: The doctor did an autopsy on the body.
Keep it simple
Allot a sentence to each idea. Be clear and concise, stick to the story and don't try too hard to be "clever." Too much detail can become irrelevant and make the story lose focus. Avoid most multiple-syllable words, words that are tough to pronounce and long, convoluted sentences. "Treasure small words," Dillon says.
EXAMPLE:
- Print: Gov. David Paterson appointed Democratic U.S. Rep. Kirsten Gillibrand on Friday to fill New York's vacant Senate seat, finally settling on a woman from a largely rural, eastern district of the state to replace Hillary Rodham Clinton.
- Broadcast: Gov. David Paterson has appointed Democratic Congresswoman Kirsten Gillibrand to fill New York's vacant Senate seat. Gillibrand is from a rural part of the state. She will replace Hillary Rodham Clinton.
EXAMPLE:
- Print: President Barack Obama and congressional Democrats sought to ease Republican complaints about a massive economic stimulus plan Friday, meeting with GOP leaders in the White House and promising to consider some of their recommendations.
- Broadcast: President Barack Obama met with Republican leaders in Congress today. The Republicans aren't happy with Obama's big economic stimulus plan. Obama says he'll consider their ideas.
Provide specificity
Although the goal is to write clearly, you must also avoid being too general. Dillon says reporters should provide context for anything that may cause confusion or "raise eyebrows." When describing people, don't label them. Tell exactly what they do as opposed to using their official title.
Tell stories in a logical order
Make sure that your content has a beginning, a middle and an ending. Don't bury the lead; state the news near the top, without too much buildup.
Use the present tense and active voice
You're writing for flow and to express what is going on now. Broadcast strives for immediacy. To convey this to the listener, use the active voice whenever possible. In English, try to use a subject-verb-object sentence structure. For example: "Police (subject) have arrested (verb) 21 activists (object) for staging a protest at Merlion Park on Saturday afternoon."
EXAMPLE:
- Passive: The robbers were arrested by police.
- Active: Police arrested the robbers.
Use a Lead-in Sentence
Most broadcast news stories start with a lead-in sentence that is fairly general. Broadcast news writers do this to alert viewers that a new story is being presented, and to prepare them for the information that is to follow.
EXAMPLE:
"There's more bad news today from Iraq."
Note that this sentence doesn't say very much. But again, it lets the viewer know that the next story is going to be about Iraq.
The lead-in sentence almost serves as a kind of headline for the story.
Here's an example of a broadcast news item. Note the use of a lead-in line, short, simple sentences, and a conversational style.
"There's more bad news from Iraq. Four U.S. soldiers were killed in an ambush outside Baghdad today. The Pentagon says the soldiers were hunting insurgents when their Humvee came under sniper fire. The Pentagon hasn't yet released the soldiers' names."