Day 2 explicitly tells students that "the main idea can often be found in the concluding sentences of a paragraph or passage," calling attention to concluding sentences. Activity 3 provides a 'Time Transition Words' page that includes an "End" column with concluding words/phrases (e.g., "As a result," "Finally," "To conclude") and asks students to use these words to complete a paragraph. Activity 4 asks students to write 3–4 sentence chapter summaries, reminds them to use transitions from Activity 3, and gives a sample summary that ends with a closing sentence about what happened next.

Students are instructed in Activity 3 to end their paragraph with a sentence that "ties the ideas together." The Hamburger Paragraph Organizer includes a labeled "Conclusion" section for students to complete. The more advanced Paragraph Organizer likewise provides a labeled "Concluding Sentence" field for students to write a closing sentence.

Students are instructed to use the Happy or Sad Fishbone organizer and "write the concluding sentence on the rear bone," with the teacher note that "The concluding sentence sums up the paragraph." The Fishbone template and sample paragraph include an explicit concluding sentence example ("I am so glad to have a sister."). Activity directions remind students that their paragraph should have a main idea and supporting details and then require them to compose a concluding sentence after composing details.

The lesson requires students to write paragraph-based mini-projects and directs them to use the Hamburger Paragraph Organizer, which explicitly labels a 'Conclusion' section. The lesson tells students they will write a draft and then a final copy for writing projects, and asks them to revise and improve their writing. The Think-Tac-Toe includes specific writing tasks (paragraph, letter, journal entry) that prompt students to compose multi-sentence writing where a concluding statement is appropriate.

Activity 3 asks students to write a paragraph describing their environment and directs them to use the "Hamburger Paragraph Organizer," which explicitly includes a 'Conclusion' section. The organizer text states that "the concluding sentence summarizes the information presented in the paragraph." Activity 2 also asks students to include a closing in a letter, reinforcing the idea of an ending element in written pieces.

Students are asked to write paragraphs in Activity 2 (describe an object using sensory words) and Activity 3 Option 2 (draw a gift and write a paragraph about why they selected it). The lesson provides a "Hamburger Paragraph Organizer" that explicitly includes a labeled "Conclusion" section. The activities instruct students to revise their paragraphs for capitalization, punctuation, subject-verb agreement, and interesting words.

The student organizer includes a labeled "Concluding Idea" field for both Morning Girl and Star Boy, and directions tell students to "write your ideas for what to include in the paragraphs" and to complete the organizer before drafting. Activity 3 asks students to write final copies of their paragraphs in their journal, which requires transferring the concluding ideas into a written concluding sentence or section. The wrapping-up prompts ask the child to describe the steps of the writing process, reinforcing that a concluding idea is one of the planned parts of each paragraph.

The Name Poem activity includes a final prompt line, "I will always be ______," which asks students to write a concluding line for their poem. Students are asked to write journal entries recording Star Boy's and Morning Girl's feelings and to write short journal entries from an explorer's point of view that describe events, thoughts, and opinions. The Wrapping Up section asks students to consider what would happen next, which asks for a closing reflection on the story.

Students use a Historical Time Periods organizer that asks them to record 'What I have learned' as they work through the unit, and they are encouraged to return to the chart at the end of the unit to see if their questions were answered. Students also write sentences in activities (e.g., use three proper nouns in sentences) and complete written entries in the 'What I already know / What I want to learn / What I have learned' sections for both time periods.

In Part 3 students are instructed to write a paragraph describing differences between their community and ancient Egypt and to produce a rough draft, read it aloud, and edit it. The lesson provides a "Hamburger Paragraph Organizer" student page that has labeled sections including Topic Sentence, Detail #1-3, and a Conclusion, explicitly prompting students to create a concluding statement/section.

Students are instructed to write a sentence describing each cultural element for Ancient Egypt, the Middle Ages, and Today on the book pages, which requires organizing information across time periods. After completing illustrations and sentences, students are asked to "describe some reasons for the changes he includes in his book" and to "think about how life would be different if the culture never changed," prompting reflective summary content. In the wrapping up section, students are asked to share the book with family and "explain how cultures and communities have changed," which invites a verbal or written closing explanation.

In Activity 2 students are directed to "Write a sentence about how your hero changed the world," including the fill‑in-the-blank prompt "______ made the world a better place by ______," which asks for a summarizing/closing sentence. Activity 2 also has students write sentences using adjectives they listed earlier, providing material that the concluding sentence can summarize.

Students are asked to write an epitaph for Franklin or Washington that "briefly describe[s] the three greatest things the man did in his life," and to write their own epitaph describing three things they hope to be remembered for. Students complete Hero Cards that require writing a sentence that explains how each hero "changed the world by...". The Wrapping Up and journal prompts ask students to describe how Jefferson, Washington, and Franklin changed America, providing opportunities to produce summary statements.

The Activity 2 (Education) Option 1 student page explicitly includes a Conclusion section with the prompt: "I hope you will make changes that will allow all children to go to school and to learn," followed by a "Sincerely," line for the student's name. The directions for the letter ask the student to include three reasons and a personal example and provide a structured closing, guiding the student to produce a concluding statement or section. Option 2 invites students to develop their own letter, which offers additional opportunity to produce a conclusion independently.

The Pre-Writing Organizer prompts students to supply "A concluding idea" for both Paragraph I and Paragraph II. The Editing Rubric explicitly asks, "Do your paragraphs have a concluding sentence?" Activity 2 directs students to write two paragraphs and to review the Editing Rubric before drafting. Activity 3 has students use the rubric to check components and revise their draft, which includes verifying concluding sentences.

Students are asked to write a short summary of Chapters 3 and 4 in their journal, which requires composing a brief informative/explanatory response. In Activity 2, students read a passage about paragraphs, identify central ideas, and explicitly underline the beginning sentence in green and the concluding sentence in red. Students also cut paragraphs apart, glue them, read them aloud, and stomp when they get to the end of a paragraph, reinforcing recognition of paragraph endings and concluding sentences.

Students are prompted to plan a "Concluding Sentence" for each of the three paragraphs in the Paragraph Organizer. The lesson explicitly defines a concluding sentence: "Finally, a concluding sentence ends the paragraph and summarizes what was written in the paragraph." The Paragraph Rubric asks students to self-check "Do your paragraphs have a concluding sentence?" and students are instructed to revise until they can answer yes.

Students are asked to write explanatory texts such as "In a paragraph, describe how one of the characters of the book... and explain the story elements and plot supporting that theme," and to "Use four vocabulary words in a paragraph" on the Language Think-Tac-Toe. Students are also asked to write a journal entry as Poppy explaining feelings after defeating Mr. Ocax, which requires explaining events and reactions. The plot diagram activity asks students to identify a resolution, which has students produce an ending section for a narrative.

Students are instructed to write a three-paragraph book review where Paragraph 3 must "talk about the theme of cycles and your recommendation," which functions as a concluding section. The Book Review Rubric and checklist explicitly asks whether the third paragraph "give your recommendation?" and the sample review includes closing recommendation sentences (e.g., "Charlotte's Web will make you laugh and cry. Anyone who picks up this book will not be able to put it down!"). These directions and the rubric require students to produce a final, concluding statement in the book review option.

Students are prompted to write two diary entries with provided sentence starters and closings, including prompts like "Tomorrow I will __." and "I hope __." Students are asked to sign entries ("- Armand", "- Suzy"), which gives practice ending a written piece. The activity also asks students to tell about the children, which practices giving a final verbal wrap-up.

Students are asked to write a paragraph describing why having a home is important and what families are able to do when they have a home (Option 1), which requires informative/explanatory writing. Students are asked to write a letter explaining how they selected a housewarming gift, why it is special, and how it can be used (Option 2), which asks for explanatory reasons. Students create flip-book summary sections and answer chapter questions in complete sentences, practicing summarizing and explanatory sentence writing.

Students are asked to write a paragraph in Activity 2 describing which type of animal scientist they would most like to be. The provided paragraph outline ends with the prompt, "I think it is important to learn about ____ because ____," which requires students to write an ending sentence that states the importance of the topic. Students are also asked in Activity 3 to write about two relationships the butterfly has with a plant or animal, giving additional short written practice.

Students are asked to write three paragraphs and each paragraph organizer explicitly includes a line for a "Concluding Sentence." The lesson directs discussion of paragraph organization including "opening sentence, supporting sentences, and concluding sentence." The Editing and Revising Rubric asks students to check that "all paragraphs end with a concluding sentence" and includes a checkbox for the closing sentence describing the writer's purpose.

Activity 4 directs students to select the most important events, list the problem, note the climax, and complete a Plot Diagram that includes a "Resolution" box. The instructions explicitly tell students to describe how the problem was solved and to summarize the resolution on the diagram. Students are also asked to record major events on a "Daily Activities" sheet, which supports writing a concluding summary of events.

Students are asked to write a paragraph about the place where they feel most comfortable and then write it in their journal (Activity 2: At Home). Both Option 1 and Option 2 student activity pages include an explicit "Concluding Sentence" section and direct the student to outline and then write a five-sentence paragraph. The Skills list also identifies that students will "Plan and make judgments about what to include in written products," which supports including a concluding sentence as part of the paragraph structure.

The planning pages explicitly provide space for a concluding sentence for Paragraph 1 and Paragraph 2 and include a prompt for a concluding sentence for Paragraph 3. The teacher notes that the letter will have three paragraphs and that students should record a topic sentence, supporting details, and the concluding sentence for each paragraph. A sample letter and the final-copy step show students producing a closing line for the letter itself.