Writing Commitment Statements

Objective

Students will learn to define and write meaningful commitment statements that reflect their personal values, aspirations, or goals. The activity connects to English Language Arts (ELA) standards for grades 6-7, focusing on W.6.1/W.7.1: Write arguments to support claims with clear reasons and relevant evidence, and W.6.4/W.7.4: Produce clear and coherent writing appropriate to the task, purpose, and audience.

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Materials

• Whiteboard or chart paper and markers
• Handouts with examples of commitment statements (e.g., "I am committed to being kind to my peers," "I am committed to improving my skills in soccer")
• Lined notebooks or paper
• Writing utensils

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Key Vocabulary

• Commitment
• Values
• Responsibility
• Aspiration

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Lesson Flow

1. Introduction (5 minutes)

• Teacher Prompt: Begin by asking, "What does it mean to make a commitment?" Allow students to share brief thoughts. Write the word "commitment" on the board and provide a definition:
  A commitment is a promise to yourself or others to follow through on something that matters to you.
• Explain how commitment statements can reflect personal values, goals, or responsibilities. Share examples:
  • "I pledge to read every night for 20 minutes."
  • "I am committed to helping others in small ways."

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2. Guided Discussion (5 minutes)

• Use visuals to make the discussion interactive. Write this structure for a commitment statement on the board:
  "I am committed to [action/goal] because [reason/why it matters to me]."
• Discuss why the "why" makes commitments stronger or more meaningful.

Class Discussion Prompt:

• Ask students: "Why do you think it’s important to explain why we are committed to something?"
• Guide the discussion to elicit responses like: "It shows that we care or are passionate about our commitment."

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3. Collaborative Example (5 minutes)

• Collaboratively write a commitment statement as a class using the structure on the board.
  Example Prompt: "What’s something our class could commit to doing together?"
  • Take suggestions (e.g., being respectful, listening actively, cleaning up after activities).
  • Develop the statement as a group:
    “We are committed to respecting everyone because it creates a fun and safe environment for learning.”

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4. Independent Writing (10 minutes)

• Ask each student to write their own meaningful commitment statement using the structure introduced earlier:
  "I am committed to [action/goal] because [reason or why it matters to me]."

Scaffolding for Varied Skill Levels:

• Provide sentence starters for students needing support (e.g., "I want to work on..." or "I care about...").
• Encourage more advanced students to expand with details or examples.

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5. Share and Reflect (5 minutes)

• Invite each student to read their commitment statement to the group. After each share:
  • Ask the class, "What does this tell us about what matters to them?" (Highlighting empathy and respect.)
  • Optional: Write one or two powerful statements on the board to celebrate their efforts.
• End with a discussion on how they can hold themselves accountable for their commitments.

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Differentiation

• For advanced learners: Encourage them to write a short paragraph after their statement, explaining how they plan to achieve their commitment.
• For students needing extra support: Pair them with a partner for brainstorming ideas.

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Assessment

• Observe participation and input during discussions and collaborative work.
• Collect their written statements to review clarity and meaningful connections to “why.”
• Provide brief written or verbal feedback, focusing on effort and the alignment of action with purpose.

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Homework/Extension

• Have students revisit their commitment statement throughout the week and reflect on their success in keeping it. They will write a short paragraph in their journals summarizing how they followed through.

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Wrap-Up

End with this question:
"What’s one way you can inspire others to keep their commitments?”
This ensures the lesson goes beyond writing and ties back to responsible actions in their own lives.