The Skills section explicitly directs students to "Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view," which requires students to plan and include an ending/denouement. The Story Map activity provides labeled sections for Climax and Falling Action, guiding students to outline the resolution of their parable. Activity 4 asks students to write a full draft (500–700 words) and to ensure the setting and plot support the theme, which implies students must produce an ending that relates to the story's message.

Students read and analyze a Personal Narrative Rubric that explicitly lists "A strong and memorable conclusion that reveals the lesson of the story" as a required element. Students complete a Personal Narrative Story Elements organizer that includes Climax, Falling Action, and resolution sections, prompting them to plan the ending of their story. Students are asked to review the rubric before drafting, which directs them to include a conclusion in their final paper.

The revision checklist in the Student Activity Page explicitly asks students to check that the "Conclusion wraps up the story and contains the learned lesson," and the Style section lists "Strong, emotional conclusion." Students are instructed to create or use a revision checklist (Option 1 or Option 2) and to choose items from that list to revise their draft, which can include revising the conclusion. Revision directions tell students to focus on specific parts of their paper (e.g., introduction, word choice, transitions), implying they should examine and improve the concluding section when using the checklist.

Students are asked to write a short postcard note (4–6 sentences) from Nhamo to her grandmother that explains what she endured, how she survived, and how she has changed, which requires organizing and conveying information. The Parent Plan explicitly instructs checking that the student included a greeting, the note, and a closing, indicating students will produce a written ending element. Students also must write single-sentence descriptions for storyboard scenes, practicing organizing information into discrete units.

Students are asked to use the "Problem Solving" page to state a problem, list solutions with pluses and minuses, then select the best solution and "explain the solution and why it is the best option" at the bottom of the page. The Student Activity Page titled "Best Solution" requires students to produce a concise explanation justifying their chosen solution. The Parent Plan asks the child to present the problem-solving process and to implement and evaluate the plan, prompting a closing evaluation of outcomes.

Students are asked to answer comprehension questions in complete sentences about Chapters 16 and 17, including summarizing Bilbo's actions and motivations. The Quest Cube activity asks students to identify quest elements and "Explain to your parent how each element affects the theme and mood of the story," which requires synthesizing information and presenting explanations. The lesson's "Wrapping Up" paragraph provides a brief concluding summary about the Arkenstone's symbolic role that could serve as a model of a concluding statement.

The lesson includes a Wrapping Up paragraph that models a concluding section by summarizing the outcome of the story and tying together themes (e.g., Thorin's apology, Bilbo's change, and restored peace). Activity 1 asks students to write two or three sentence summaries of early reviews, requiring them to identify main points and whether the response is positive or negative. Parent guidance asks the student to read aloud a summary and identify literary elements, which asks students to produce and present a brief, organized summary.

The Literary Response Outline (Part 4) includes a dedicated Conclusion section that instructs students to "restate the three ideas discussed," write two closing remarks, and provide a one-sentence final reflection. The outline also asks for a concluding sentence at the end of each body paragraph and the Introduction/Outline prompts a "Conclusion summarizing the three ideas to be discussed." Students are required to write a rough draft, edit/revise (Part 6), and produce a final copy (Part 7), which gives multiple opportunities to develop and refine the concluding section.

Students are asked to write responses to literature and develop interpretations (Skills section), which requires organizing ideas and using examples to justify those interpretations. Students must explain each of Crane-man's quotes in their own words on the "Quotes" activity page, providing written explanations of ideas and meanings. Students also write their own "words of wisdom" and explain to a younger child how the truth has played out in their life, practicing explanatory writing tied to examples.

Students are prompted in Activity 3 to plan a concluding paragraph that "emphasizes what you want the reader to remember and learn from the essay." The Option 1 and Option 2 essay organizers include a Conclusion Paragraph section with guidance to "summariz[e] the paper without repeating specifics" and space for students to record concluding ideas. Activity 8 requires students to type a final draft, which includes the conclusion they planned.

The lesson includes a dedicated Conclusion section that instructs students to "re-visit your position," "briefly, sum up the main arguments," and "leave the reader with a final thought" (challenge, question, quote, etc.). The student activity pages include a VI. Conclusion field and lines for students to write a concluding statement that restates the position. The outline also asks for concluding sentences in body paragraphs, prompting students to practice crafting conclusions at both paragraph and essay levels.

The Skills section instructs students to 'summarize findings' and 'use evidence to support conclusions,' indicating students will practice synthesizing research and supporting conclusions. Another Skills bullet says students will 'develops a topic sentence, summarizes findings, and uses evidence to support conclusions' when producing an oral or written presentation. Students are also told to create an outline to organize their presentation, which can structure summary or concluding material.

Students are asked in Question #2 to "Summarize the Greek creation story in two sentences," which requires condensing information into a brief closing summary. The "Wrapping Up" section presents a clear concluding paragraph that ties the reading to themes (power, revenge) and connects ideas back to the unit, modeling a concluding section that follows from the information presented.

Students are asked to "Verbally summarize the story of Perseus," which requires them to restate main ideas and outcomes. The Wrapping Up paragraph explicitly summarizes themes (e.g., consequences of abusing power and inability to change fate), modeling a concluding statement that follows from the information presented. The lesson tells students that for a final project they will be asked to "write your own myth that follows these conventions," implying a longer written product in which students will organize and present information.

Students are directed to produce a story with a clear beginning, middle, and end and a problem and solution (Part 3 and the Myth Rubric Organization criteria). Students are asked to revise drafts for internal and external coherence and to use effective transitions (Skills and Part 5 Edit and Revise). The rubric and conferencing steps require students to complete a final typed copy and ensure the story's ending aligns with the conventions and theme of the myth.

The "Two Views" letter template explicitly prompts students to complete the sentence, "This will solve your problem by __________," asking them to state how their proposed solution supports the problem explanation. Both the "Two Views" and "Children Say" templates require students to describe the problem, propose a solution, and connect the solution to the problem in writing. The wrap-up asks students to share their letter and explain how their solution would solve the problem, reinforcing the requirement to provide a concluding explanation.

Students are asked in Activity 2 (Persuading the Fox) to write a poem or drawing plus a short description that explains the little prince's departure and reassures the fox, which requires a closing reassurance or claim. The Student Activity Page prompts students to list two ways the narrator says he knows the little prince made it home and asks "What else could the narrator say to persuade the fox?", which invites adding a final supporting statement. The Wrapping Up task asks students to "explain why you agree with the narrator that the little prince made it home," directing students to produce a concluding explanation. The Parent Plan gives a model artist's explanation that ends with explicit concluding lines ("I know that he made it back because... I also know because... I do!").

Students are asked to write a short paragraph about the scene in Option 1 that explains what the passage says about love or friendship, and Option 2 asks students to write a short paragraph that summarizes what happens and how the passage deals with persuasion. The question section requires students to answer comprehension questions in complete sentences, practicing organization of information. The Parent Plan lists a related skill: summarizing author's purpose and stance in oral presentations and media messages.

Activity 3 explicitly directs students to "Summarize in your conclusion why their love was the strongest," requiring them to produce a concluding section that ties to their argument. The Play Cupid and Strongest of All student pages include a labeled "Conclusion:" field for students to write a concluding statement. The Outlining page and the rubric emphasize organization and structure, guiding students to arrange thesis and supporting evidence so a conclusion can follow logically.

Students are asked to summarize readings and explain diagrams (e.g., Activity 4: "Summarizing Calculus" requires identifying main idea and explaining what the graphic shows and giving a 2-minute oral summary). Students must write ordered steps and summaries for procedural tasks (Making/Explaining Ellipses) and produce written directions for a parent to follow. The skills list explicitly includes "Summarize and determine the importance of information" and "Deliver oral summaries... include the main ideas... and the most significant details."

Students are asked to complete a "Conclusions/Inferences" section on the Student Activity Page asking, "How does this demonstration explain how airplanes fly?" The Wrapping Up prompt requires students to "summarize for your parent how an airplane wing works to help an airplane fly." Activity directions tell students to "summarize what you learned in the wrap up of this lesson" after performing a demonstration and taking notes.

Students are asked to give an oral summary of their research (Activity 5) and to write a 1–2 paragraph sidebar describing the artist, his work, and his life (Activity 6). The Skills section lists "Summarize and determine the importance of information," and the Wrap Up asks students to share the sidebar they have created. Students also revise the sidebar for grammar and diagram sentences from it (Activity 7).

The Technical Writing Rubric explicitly lists "Inclusion of clear introduction and conclusion paragraphs" as a mechanics criterion. The Organization and Structure rubric states a top score requires a paper that "follows a clear structure with related items addressed in conclusion." Students are directed to write an essay (Activity 4), revise it (Activity 7), and use the rubric while editing to ensure required elements are present.