Group Contract
Subject: Social Studies, English, or Theatre
Grade level: 9th –12th
Rationale or Purpose: To engage students in an active discussion of group goals for the overall
Living Newspaper project or for the performance in particular. To define expectations and
construct a realistic timeline that meets all participants’ needs.
This lesson can be used at the start of a Living Newspaper unit to uncover student concerns and
interests, as well as jumpstart discussion about what Living Newspapers are. . It can also be
helpful when a class moves into the performance phase to discuss the performance requirements
and goals more specifically. If you will be using this exercise at the beginning of the entire
project, you may want to briefly talk about the concept of a Living Newspaper play before
getting started.
Materials:
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six large pieces of blank paper (poster-size sticky notes or poster board taped to the
walls)
markers (enough for each student to have their own)
a large calendar which can be seen by all students
dated calendars (with blank boxes) for each student (can be photocopies)
pencils/pens
a CD player with upbeat music (jazz, swing, drumming; something without words is
best)
Lesson Duration: 45-60 minutes
Objectives:
 Theatre Arts 117.65 (3D), define the roles and responsibilities necessary to create a
group performance.
 Theatre Arts 117.65. (3E), consider a unifying production style and concept for public
performance.
 Theatre Arts 117.67 (3D), analyze production plans that include research, rehearsal
plans, technical designs and blocking
Activity:
Step 1: Postering
Write single open-ended statements on separate pieces of paper and hang them around the room.
Give each student a marker and five minutes to write a response to each statement. No talking.
Put on the music and tell students to go.
POTENTIAL STATEMENTS TO COMPLETE FOR PROJECT INTRO:
o The one thing I want to learn about Living Newspapers today is…
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The one thing I am most worried about in starting this project is…
Starting this project I feel…
I am most excited about…
It is important to learn about human rights because…
Performing in front of others, I feel…
The current event or social issue I talk about most with my friends/family is…
When I hear the words “living newspaper” I think…
By the end of this project, I want to have…
POTENTIAL STATEMENTS TO COMPLETE FOR PERFORMANCE:
o Our performance is about . . .
o It’s important that the audience for our show understands . . .
o I want to make sure that our performance is . . .
o I’m worried that our performance will . . .
o Starting this project I feel . . .
o One question I have about the performance is . . .
TIPS FOR PLAYING:
o If there are more than 12 students, each question can appear on two different
pieces of paper.
o If a student finishes early, tell him/her to respond to what other students have
written.
o Students can write a check mark by a comment if someone else has written what
they wanted to say.
o Encourage students to take some time, and be sure to read everyone’s answers.
o Encourage students to have something written on every page.
Step 2: Postering Processing
Place the postering pages so that they can be examined as a group. Discuss the following ideas
using the pages as a springboard. Have a student scribe ideas and decisions made by the group.
FOR PROJECT INTRO:
o What words or phases do you see the most on the pages?
o What are our expectations for this project? How can we make sure that this
project meets our expectations?
o What are we most worried about? What can we do/learn to assuage these
worries?
o What are we most excited about? What can we do to ensure this happens?
o Why are we doing a Living Newspaper project? What will come out of this
project?
o What are the different parts of a Living Newspaper project? What happens next?
FOR PERFORMANCE:
o What words or phases do you see the most on the pages?
o How can we make sure that this our performance meets our expectations?
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o Is our script in a place that allows us to do what we want to do? How can our
staging or performing of the words help us to meet our expectations?
o Who do we want to see our play?
o Where will we perform it?
o What performance elements do we want to use to help us meet our goals (video,
music, costumes, lights, set, make-up)?
Step 3: Time Line & Time Line Processing
Ask students to take out a writing utensil as you pass out blank calendars. Using a large calendar
that everyone can see, choose a date for the final performance (or when final projects are due, if
you are not doing a performance).
FOR PROJECT:
Knowing this date, talk about will need to happen before this. Break the different parts of the
project down into small, easily completed pieces (research, script writing, preparing for
performance, or choosing a topic and gathering news articles, putting them together into a script,
activating the script through movement and voice or in video).
Ask students how long they think each phase of the project should take and decide on due dates
for each piece. Let students know you will be evaluating their work throughout the project, not
just at the end. Tell them what they will be graded on and hand out the grading rubric provided
in the Resource Guide.
Begin talking more in-depth about the first step of the project and let students know when their
first assignment is due.
Optional: Ask them how often they would like visits from the Living Newspaper Consultant
Team from UT Austin and discuss what parts of the project these consultants could help out with
most.
FOR PERFORMANCE:
Knowing this date, ask students what will need to happen on the day before. Have students
decide what needs to be ready at the final dress rehearsal (e.g. lines memorized, costumes, set,
music, video, program, etc.)
Pick one performance element and work backwards in the calendar to decide as group when it
needs to be worked on and completed. For example, when should costumes be decided on, when
do they need to be made/brought it, when do you begin to rehearse with them? Work backwards
with each performance element until they are all labeled on the calendar/time line. Pay special
attention to when the script will be finalized and when lines need to be memorized. If multiple
groups are each working on their own performance, have each group develop this timeline for
themselves.
While referencing the time line, ask students to consider how they will work together to achieve
the time line goals.
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Some questions to consider are:
o How can we be sure we stay on schedule?
o How should we divide up duties in terms of the different performance aspects?
(Students may choose to divide up into committees such as set, lights, costume, music,
video, publicity)
o What else do we need to agree to in order to ensure that this goes smoothly and that
everyone has a good time?
o How will we work out disagreements?
Step 4: Ensemble Contract
Create a list of guidelines for success/expectations. All participants (teachers and students)
should sign the “contract.” This could be done on a large sheet of paper that hangs in the room or
put on a regular sheet of paper so that each student gets a copy.
Closure:
o Determine how often the group needs to check in on the calendar. Mention that the
calendar can change if necessary.
o Discuss any unaddressed questions from the postering activity.
Student Product: Post the contract and calendar where everyone can see it.
Assessment or evaluation: Refer to the goals and calendar as often as necessary. Use them as
tool when the process gets bogged down as a way to reconsider/reinforce expectations. Allow
things to change but note these changes on the calendar so everyone can continue to track their
progress.
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