Students are explicitly instructed to "Write an essay with an introduction, three body paragraphs, and a conclusion" (Option 1) and similarly to include a conclusion in Option 2. The rubric used to evaluate student work includes the criterion "The conclusion effectively summarizes the main points." During revision, students are asked to "summarize the main point of each paragraph" and read those summaries in order to check flow, which supports producing a concluding section that ties together main points.

Students are asked to choose themes that support Golding's major theme and to "support those choices by referring to details from the novel," requiring them to make a claim and cite evidence. Multiple tasks ask students to "write 3-4 sentences explaining how the chosen theme supports Golding's major theme" and to "write three to four additional sentences on the minor theme" they feel is strongest, prompting short written arguments. Discussion prompts and review tasks ask students to explain and defend which minor themes they found most prevalent, reinforcing evidence-based explanation.

Students are given a Traditional Outline and an Essay Organizer that include a Conclusion section instructing them to "Restate the thesis (in a different way than in the introduction)," "Summarize key points or ideas," and "Provide an important take-away." The Guided Outline provides fill-in spaces for a conclusion with prompts to restate the thesis and "Tie up essay or provide an important take-away." The "You Are the Editor" peer-review pages ask students to evaluate whether the conclusion offers a significant take-away or merely repeats the introduction, prompting revision of the concluding section.

Students are asked to compare multiple folktales and answer synthesis questions such as "How do these stories, taken together, reflect animistic beliefs? What themes do you see in common?" which requires drawing conclusions from evidence. In the ancestor-veneration option, students complete charts asking "What role does ancestor veneration play in holiday celebrations?" and "What is the relationship between living people and their deceased ancestors," prompting students to state supported claims. The homework asks students to summarize how the seven dimensions function in each religion, which asks for a concise synthesis of information across sources.

Students are instructed to write a journal response for homework that makes a claim about the story's applicability and to "support your ideas with examples from the text," which requires making and supporting an argument. The lesson introduces the APE strategy (Answer, Prove, Extend), where "Extend" asks students to give their own opinion, explanation, or connection, implying a finalizing or elaborative sentence. Students are also asked to begin generating ideas for a literary response paper in the next lesson, indicating preparatory work for an extended argumentative task.

The Informal Outline (Activity 2) requires a Conclusion paragraph that restates the thesis using different wording and provides final observations. The Literary Response Rubric explicitly scores whether students restate the thesis in the beginning of the conclusion and the strength of the concluding paragraph. The student activity pages include a specific Conclusion section for students to fill in, and Day 2 Activity 3 directs students to use their planning pages to write full paragraphs, including the conclusion.

Multiple comprehension questions ask students to take a position and support it with textual evidence (e.g., Question #1 asks whether Roger should be in jail and to justify the answer; Question #2 asks if Roger changed and to "Support your answer with evidence from the story"). The Skills section includes developing a topic with relevant facts, quotations, and details, which aligns with constructing an evidence-based claim. The activities require students to record observations and explain how characterization advances plot or theme, which involves organizing evidence to support an interpretation.

Students are asked in the homework to "write a paragraph to describe your opinion" about society's openness to dystopian material and to "Support your ideas with your own evidence and observations," which requires them to make a claim and provide supporting reasons. The Controversy activity asks students to evaluate whether complaints about a book/movie were valid and to explain why or why not, prompting students to construct evaluative claims and supporting explanations. The Parent Plan emphasizes skills such as citing strong and thorough textual evidence to support analysis, indicating students will practice supporting claims with evidence.

Students are asked to prepare formal opening statements for both the semicolon and the colon, writing one well-developed paragraph for each that uses listed claims and examples. Students must present those opening statements aloud, answer judge questions, and defend their reasoning with example sentences. The courtroom activity requires students to construct and explain persuasive arguments about punctuation usage.

The lesson's Choice 7 asks students to write a one-page, double-spaced response arguing whether Bob Dylan deserved the Nobel Prize and to "explain your reasons," which requires students to state a claim and provide supporting reasons. The choice directs students to read supportive and critical articles and to use quotations and give credit, prompting students to construct an evidence-based argumentative response.

Students complete a pros/cons organizer ("Students in Action") and are prompted to "describe your considered, overall opinion," which asks them to state a conclusion after weighing arguments. Students write journal responses after reading King's letter, including identifying "the most persuasive argument" and explaining why it is effective, practicing tying reasons to a judgment. Students complete the "Just and Unjust Laws" double-entry diary and Part II of the African-American Authors page, where they write sentences describing each author's contribution or their own views, requiring them to state and support opinions in writing.

Students are asked in Activity 2 (Opposing Quotes) to decide which of two men they agree with more and explain the ways their views align, requiring them to make a claim and support it. In Activity 1 students analyze excerpts from Thoreau and King and explain overlapping ideas, drawing evidence from texts to support their analyses. The Parent Plan lists skills such as developing a topic with relevant facts and establishing a formal style, which frame students' written responses.

Students are asked in Activity 1 (Option 2) to "state one of these conclusions (or one of your own) and provide examples or quotations from the text" about whether the government army committed war crimes, which requires them to assert a conclusion and support it with evidence. Students complete a written journal response in Option 2 that demands choosing a conclusion and citing textual support, and in Option 1 they record examples/quotations to support claims about actions by each side. In the "Wiesel's Words" activity, students must choose a quotation and explain how it relates to Beah's memoir using specific examples from the book or video, which requires constructing an interpretive claim and supporting it.

Students are explicitly asked to "write an introduction and a conclusion to your essay" and to "end your essay by restating your thesis and main points and including some final thoughts." The Skills list includes: "Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)." The schedule requires students to draft, revise, and proofread the conclusion across Days 2–4 and to incorporate revision notes into their final conclusion.

Students are asked to write extended paragraph responses in Part IV: Discussion, choosing two prompts and providing thorough answers in paragraph form. The Parent Plan Skills list includes producing clear and coherent writing and writing routinely over extended time frames, and the exam asks students to complete longer written tasks (discussion paragraphs, essay from the Nonfiction unit). The exam also asks students to integrate quotations and paraphrase (Part V), demonstrating practice with developing and supporting claims with evidence.

The homework and lesson explicitly teach that persuasive speeches often end with a forward-looking statement and ask students to choose three sentences from Lincoln's speech that fit background, main message, and forward-looking statement categories. The provided example forward-looking sentence is "With malice toward none, with charity for all...," and the answer key identifies and categorizes that closing sentence. Students also analyze rhetorical strategies and literary devices, including how Lincoln's closing lines convey tone and purpose.

Students are asked to compose an editorial supporting the Indians' side (Option 2) and to use facts from the sources to back up their points, which requires constructing an argument. The Parent Plan lists skill targets that include "Write arguments focused on discipline-specific content" and "Introduce precise claim(s)...and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence." Students also practice summarizing and connecting primary and secondary sources, which supports development of argument content.

The Guide Checklist explicitly includes "Conclusion wraps up the guide effectively," requiring a concluding section. Homework directions tell students to "Add a conclusion to the end of your guide" that "restate[s] some of the information in the introduction" and suggests next steps or implications. A sample conclusion is provided that restates the introduction, expands on it, and articulates implications and follow-up activities.

The skills list explicitly includes "Provide a concluding statement or section that follows from and supports the argument presented." The Classical Argument activity page instructs students to "End with a conclusion that reaffirms your commitment to your position and strengthens your persuasion" and to "Suggest a tangible future course of action." Part 7 directs students to compose a five-paragraph essay with Paragraph 5 designated as the Conclusion, and the example topic shows a model concluding statement that follows from the argument.

Students are asked to write a Reader Response paragraph using the APE method (Answer, Prove, Extend). The APE graphic instructs students to provide evidence to support their answer (Prove) and then "Extend" by giving their own opinion, explanation, or connection, which functions as a closing elaboration following the argument they present. Several short-response tasks (e.g., song analyses and reader response questions) require students to state a claim and support it with textual or media evidence.

The lesson's Skills list explicitly includes "Write arguments to support claims in an analysis of substantive topics or texts" and "Produce clear and coherent writing," which require students to construct arguments. Several mini-projects ask students to write explanatory paragraphs that justify their choices (e.g., costume descriptions, set design explanations, playlist rationales, and news article summaries) and to cite sources when used. The rubric includes a "Content" category and a "Sources" category that assess understanding and use of evidence, supporting student practice in developing claims.