The Friendship activity directs students to brainstorm ideas about friendship and "write a short paragraph that describes one of your best friends. Include a topic sentence, supporting details, a concluding sentence, and at least one simile or metaphor." The bubble map and writing lines require students to produce a written paragraph with an explicit concluding sentence. The directions for the paragraph appear both on the Student Activity Page and in the Activity 3 description.

Students are asked to reflect on the event in the Wrapping Up section by answering questions such as whether they showed kindness, how guests responded, and how relationships changed. Students are asked to "describe her favorite part of the project" and "evaluate the project using the rubric," including describing which parts were done well and which could be improved. Students are also asked to write three sentences they will say to each guest when presenting tokens, which practices composing short concluding remarks to individuals.

Students are asked to state which story they liked better and why (parent prompt after the organizer), which requires them to give an opinion and reasons. Students are instructed to write a summary of a story using at least five transitional words or phrases, and the transitional list explicitly includes conclusion/summarizing transitions such as "in summary," "in conclusion," and "therefore."

Students are instructed to write a three-paragraph essay and are given multiple "Organizing My Ideas" pages that include labeled spaces for a Topic Sentence, Supporting Details, and a Concluding Sentence for each paragraph. A separate activity page asking about what the novel teaches about discrimination also provides a Topic Sentence, Supporting Details, and a Concluding Sentence field. The student rubric and parent directions emphasize drafting and reviewing paragraph structure, which students use when composing their paragraphs and filling in concluding-sentence boxes.

Students are prompted to state and defend an opinion in the discussion question, "Do you think she should have? Why or why not?," which asks them to give a viewpoint and reasons. In Activity 2 students select items they would take when emigrating and write sentences explaining why they selected each item, practicing stating a position and giving supporting reasons. These tasks require students to express opinions and provide supporting information in spoken or written form.

Activity 3 (Should I Stay or Go?) directs students to make two lists of reasons for Dina to stay or to go and to "decide what decision you feel Dana should make and why." The student activity page includes a prompt line beginning "I think Dana should because" and description notes there are additional lines provided to write a conclusion about the decision. The Parent Plan prompts parents to ask the child to explain the decision and why she believes it is best, reinforcing the requirement to state a concluding decision.

The organizer for Paragraph 3 (Your Decision) instructs students to include a topic sentence, at least three supporting details, and a concluding sentence. Activity 1 directions state for each paragraph to include a concluding sentence, and the student rubric explicitly asks, "Do I provide an introduction, details that support, and a conclusion for each paragraph?" The writing steps require composing a draft and producing a final copy, reinforcing inclusion of the paragraph conclusions in the final product.

Students are asked in Option 2 to select a season they would enjoy and "describe why in your journal," which requires stating a preference and giving reasons. The Questions to Discuss include "Would you like to vacation in the Catskill Mountains? If so, what would you want to do?", prompting students to express an opinion and supporting details. The Life Application asks students to write about their passions and interests, which can lead to written pieces that state a position and reasons.

Students are asked to prepare a RAFT presentation (pretend to be an ornithologist) that includes a short speech and a visual aid (poster, models, or PowerPoint) about falcon relationships. The Parent Plan lists making oral and written presentations as a skill and includes discussion prompts that ask for students' opinions (e.g., "Do you think running away to the woods is a good idea?" and "Do you think the author should have changed the story?").

Students are asked to list three reasons a colonist might have chosen to be a Royalist and three reasons for a free government in Activity 2, which prompts students to generate reasons for and against each position. The discussion question "Would you have been a Royalist or a colonist? Why?" asks students to state a position and give reasons. Parent-plan prompts encourage students to tell and review their reasons orally with an adult.

Students are asked to make up three arguments defending Kit in the "On Trial" activity and to provide supporting information for each argument, which requires stating an opinion and supporting it with reasons. Several short-answer questions ask for students' opinions (e.g., "Do you think Kit should have tried harder to change..." and "Do you think William Ashby..."), prompting students to give and justify personal viewpoints. The wrapping-up prompts ask students to consider what lessons the author wants readers to gain and whether they will live differently after reading, which invites reflective opinion statements.

Students are asked whether they would recommend the book to a friend and to explain why or why not, prompting them to state an opinion and give reasons. The Book Award activity directs students to "Record information about the book and provide three reasons the book deserves the award," which has students support a judged opinion with reasons. The activity also asks students to "Present an award" and write a synopsis or reasons aloud, which requires articulating and defending a viewpoint.

Students are guided to write a five-paragraph persuasive essay that includes a concluding paragraph; a dedicated "Paragraph #5: Conclusion" organizer prompts students to restate their position, summarize three arguments, and write a closing statement. Activity 5 instructs students to restate their position, review their three reasons (not in the exact same wording), and end with a motivating final sentence, and it provides an example concluding paragraph. The Parent Plan and rubric ask reviewers to check that students restated their position and reasons and produced a memorable concluding sentence.

Students are given a "To conclude" category with explicit concluding transition words and phrases (in conclusion, finally, to summarize, after all, all things considered) and an example sentence using "In conclusion." Students are instructed in Activity 1 to rewrite sentences using transitional words and to combine their own sentences using transitions, which includes practice with concluding transitions. The unit also directs students to review categories of transitional words and phrases at the end, reinforcing use of concluding language.

The Student Activity Page explicitly instructs students to "Conclude by restating your position and linking reasons," requiring a concluding section that ties back to the opinion. Activity 1 directs students to follow a speech-writing system that includes stating a position, explaining reasons, and persuading an audience, which culminates in the specified conclusion step. Activity 2 asks students to revise their speech using the rubric and to edit content, providing an opportunity to refine the concluding statement.

Students are asked to state reasons for and against fighting the Civil War and to answer "Do you think the Civil War should have been fought? Why or why not?" (Activity 1), which requires forming an opinion and supporting it with reasons. Students are asked to write a short persuasive letter to Lincoln explaining why he should keep up the fight to end slavery (Activity 3), which asks them to present a viewpoint and supporting information. Students listen to or analyze political speeches and record opinions and facts (Activity 4), reinforcing identification of opinion versus fact.

Students are instructed to restate the thesis at the start of paragraph V and to write a concluding paragraph that summarizes the essay. The Skills list explicitly includes "Conclude with a paragraph that summarizes the essay." The lesson provides a sample conclusion that restates main points and ends with a memorable closing sentence (e.g., "Next time you visit a zoo, be sure to check out the lemur exhibit; you won't be able to resist these adorable creatures!").