Activity 3 tells students that their paragraph "should end with a sentence that ties the ideas together." Both the Hamburger Paragraph Organizer and the Paragraph Organizer include a labeled conclusion/concluding sentence section for students to fill in. The assessment checks for a concluding sentence and asks reviewers to see that the paragraph ends in a way that ties ideas together.

Students are asked to use a Story Map Graphic Organizer that labels Setting, Characters, Problem, Events, and Solution and to fill it out based on a myth they reread. The "My Own Myth" graphic organizer for their original writing also includes explicit sections for Problem, three Events, and Solution. Students are instructed to write their own myth focused on the main idea, read it aloud, and revise it, which requires them to produce and refine the story's concluding solution.

Activity 4 explicitly tells students "The end of the story should provide a sense of closure, meaning that the problem (conflict) should be resolved." Activity 5 asks students to write a paragraph about a personal event using a fishbone organizer that requires a concluding sentence on the rear bone, and then to write the paragraph in their journal. The Mood and the Environment worksheet has students compare the beginning and the end (Ch. 1 and Ch. 7) to describe how the end resolves the story and changes characters' feelings.

The lesson defines resolution as the part of the story when the problem is solved and characters usually feel better, and it asks students to identify and describe the resolution on the Story Plot Diagram. Activity 1 directs students to write the problem, major events, the climax, and the resolution for a picture book, and Activity 2 explicitly asks students to identify which event is the resolution for the book Tornado. The wrapping up section asks students to describe and define rising action, climax, falling action, and resolution.

Students are directed to use a "Hamburger Paragraph Organizer" that explicitly includes a "Conclusion" section, so they plan and write a concluding sentence for at least the center-paragraph task. The lesson requires students to write drafts and final copies for projects that involve writing, allowing them to produce and revise endings. Several student tasks ask students to write narrative-style pieces (a letter as Pete, a journal entry as Pete, and alternative-event writing) where a concluding idea would be needed.

The lesson defines plot as including a problem/conflict, events, and a solution, and asks students to explain these elements. Activity 2 asks students to select a picture book that tells a story with a problem and a solution. The Story Pyramid requires students to write seven words describing the solution to the problem. Activity 3 instructs students to write a short story in which "eventually the problem should be solved" and to use time transition words such as "finally."

The Hamburger Paragraph Organizer on the student activity page explicitly labels a "Conclusion" and instructs that the concluding sentence summarizes the information presented. Activity 3 tells students to write a paragraph describing their environment and reminds them to use the organizer, reinforcing use of a concluding sentence. Activity 2 asks students to include a closing and signature in letters, which requires ending their written communication with a conventional closing.

The Skills list states students will "Write structured, informative narratives," and Activity 1 directs students to write a journal entry describing Anna's thoughts about the day spent with Sarah, which has students produce a narrative about events. The Wrapping Up prompts ask students what Sarah enjoyed most and whether she might stay in Kansas or go back home, which asks students to state an outcome or conclusion about the events.

Students are asked in the Skills section to "Write structured, informative narratives" and to complete a journal entry reflecting the fun day described in Chapter 5, which requires composing a narrative of events. Activity 3 also asks students to "illustrate and/or write" about an outdoor excursion, which involves recounting experiences and events. The reading questions and journal tasks require students to retell or reflect on story events (e.g., what Sarah enjoys, why she names the sheep), which practices narrative sequencing.

The Skills section directs students to "Write structured, informative narratives," indicating students will engage in narrative writing. Activity 1 asks students to write Anna's journal entry to reflect on conversations and activities she shared with Sarah, so students practice composing a first-person narrative/reflection. The Wrapping Up prompts students to describe or predict what they enjoy most about winter, which asks students to produce a concluding description or prediction related to the chapter.

Activity 1 asks students to write Anna's journal entry about the visit, which has students compose a narrative account of events. Question #8 and other comprehension questions direct students to note what happens at the end of the chapter (the first roses of summer), prompting attention to concluding details. The Wrapping Up prompts ask students to explain whether Sarah would be happier in Maine and to discuss what she might miss, encouraging consideration of character outcomes.

Activity 2 asks students to create a plot diagram that includes a resolution and explicitly notes that the story "ends with a resolution and the problem is solved." Activity 3 states that "The ending is also an important key to providing a sense of closure and understanding the theme of a story," directing students to consider how the ending contributes to closure. The Journal Entry asks students to write about Anna's feelings when Sarah announces she is staying, which gives students a brief writing task focused on the story's conclusion.

Students are instructed in Step 5 to "Write her a card to tell her you are glad she decided to stay," with a template showing "Dear Sarah," and a closing "Your new daughter, Anna." Day 2 repeats the direction: "Write the card from Anna to Sarah that welcomes Sarah to Kansas." The Wrapping Up stage has students read the card aloud at the end of the party, which positions the card as a concluding comment to the activity.

The materials ask students to add events to a timeline of Helen Keller's life, requiring them to sequence events from the text. A "Hamburger Paragraph Organizer" is provided that explicitly includes a "Conclusion" section for students to complete when writing a paragraph. Activity 3 asks students to write the words to a song about what it felt like for Helen to live in her dark, quiet world and/or to write a paragraph explaining a gift choice, both of which require students to produce a written piece about Helen's experiences.

Students plan and write a multi-page biography scrapbook that sequences Helen Keller's life from a birth certificate page through a final "Proudest Moment" page, requiring them to organize events in order. Students draft and revise each page and are prompted to compose journal entries, postcards, and a concluding "Proudest Moment" description in Helen's voice. Rubrics for both the scrapbook and interview assess organization, voice, and presentation, guiding students to produce a coherent, readable final product.

Students are asked to use vocabulary words in their own "island short story," and the teacher is to "review the fact that stories have a beginning, middle, and end, as well as characters, a problem, and a solution." The activity directs the child to record his story as he tells it, which asks students to produce a narrative sequence. The lesson also asks students to identify two events and three feelings for Morning Girl, reinforcing event sequencing and story elements.

The graphic organizer given to students includes a specific field labeled "Concluding Idea" under both Morning Girl and Star Boy columns, and students are directed to fill in the organizer before drafting. Students are instructed to write two first-person paragraphs (one per character) and then produce a final copy after editing, which implies students will transfer their concluding ideas into their written paragraphs. The wrapping-up prompts ask students to describe the steps of the writing process, reinforcing that they planned opening and concluding elements during prewriting.

Activity 3 asks students to create a short story about their own adventure in Egypt and to read it aloud after dictation, which has students produce a narrative using new vocabulary. The wrap-up questions ask students to predict whether Libby and Emma will rescue Josh and how they might do it, which engages students in thinking about story outcomes and possible resolutions.

Students are asked to predict how the story will end and then compare their prediction to the actual ending, which engages them in noticing story conclusions. The Plot Pyramid activity requires students to record three important events that occur after the climax and to write the story's problem and its solution. The reading questions ask students to recount how the Binkertons escape and how Emma and Libby rescue Josh, focusing on post-climax events and outcomes.

Students are asked in Part 3 to write a paragraph comparing life now and in ancient Egypt and are encouraged to do a rough draft, read it aloud, and edit it. Students are provided a Hamburger Paragraph Organizer that explicitly includes a "Conclusion" section to fill in. Students are prompted in the Skills section to write structured presentations and narratives when given help with organization, indicating expectation that they will produce organized writing.

Students are asked to write a journal entry in the first person from the point of view of a peasant describing the work of the day and their feelings and thoughts (Activity 3). Students are asked to reflect on the experience after role-playing a peasant's day and to discuss how that life differs from a prince or princess (Activity 6 and Wrapping Up). Students also practice narrating events aloud when asked to describe the adventures of the Binkertons and what they miss most back home (Wrapping Up).

Activity 2 directs students to write a sentence about how their hero changed the world ("______ made the world a better place by ______"), providing an explicit place for a concluding thought. Activity 2 also has students write sentences using adjectives that describe their hero, producing written material that could be tied together. The Wrapping Up section asks students to tell and describe a time they have seen or read about a hero, prompting an oral recount that could include an ending.

The Perseverance activity asks students to describe the hardest thing they have tried, state whether they have been successful, and answer "If so, what did you learn?" or "If not, what did you gain when you do succeed?" It also prompts students to list three encouraging factors with supporting details and to answer "What could someone else learn from your experience?" The Wrapping Up section asks students to describe why science and inventions are important and to describe ways the heroes had to persevere.

The Pre-Writing Organizer prompts students to include a "concluding idea" for both Paragraph I and Paragraph II, directing them to plan an ending. The Editing Rubric explicitly asks students to check "Do your paragraphs have a concluding sentence?" so students use the rubric to verify endings. Activity 2 and Activity 4 require students to produce and refine two paragraphs (first draft and final copy), encouraging use of the organizer and rubric when composing conclusions.

Students answer questions about how characters feel and what happens at the end of Chapter 16 (Questions #6 and #7), identifying Poppy's excitement and the truth she learned. Students complete a journal entry using the scaffold "In Chapters 15-16, Poppy wanted... But... So..." which asks them to state the outcome of events. Students create art showing Poppy's face at the beginning and end of the chapters and are asked to recap how the cycle of power is beginning to break down, focusing on end-state consequences.

Students are asked in Activity 2 to write about a time they showed bravery and explicitly to explain what made them afraid, how they overcame their fear, and what the outcome of the event was. The Wrapping Up prompt asks students to describe how Poppy defeated Mr. Ocax and broke the cycle of power, which requires stating the story's resolution. Reading questions and Activity 1 (designing a victory flag and explaining its meaning) prompt students to reflect on and state the result of the conflict.

The paragraph organizer includes a labeled "Concluding Sentence" slot for each of the three paragraphs, prompting students to write an ending sentence for each paragraph. The rubric explicitly asks students to check: "Do your paragraphs have a concluding sentence?" which directs students to include and evaluate conclusions. The lesson assigns Paragraph 3 to "describe how life will be different for the mice now," which functions as a concluding paragraph that wraps up the narrative's events and outcomes.

Students are asked to write epitaphs for Ragweed and Mr. Ocax and are told explicitly that "Epitaphs can provide a sense of closure in a person's life," with a provided four- to five-line format and sample sentence stems. Students complete a "Story Tree" that includes a place to record "Resolution" and "Solution," prompting them to identify the story's closing events. Students also trace Poppy's journey (beginning to end) and reflect on what characters do after the climax (e.g., dancing at Ragweed's tree), which reinforces concluding events.

Students are required to complete a Plot Diagram in the center square and are given explicit labels and definitions for 'problem,' 'rising action,' 'climax,' 'falling action,' and 'resolution.' The lesson provides a model resolution for Poppy (e.g., Poppy marries Rye, they have 11 children, and they are able to safely dance each night) and directs students to fill the resolution box. The Think-Tac-Toe also asks students to "Pretend that you are Poppy. Write a journal entry that explains how you felt after defeating Mr. Ocax," which asks students to write from the story's end point.

Students are asked to write two diary/journal entries from Armand's and Suzy's perspectives using the provided "Dear Diary" template. The template includes sentence starters that prompt concluding thoughts such as "Tomorrow I will __." for Armand and a closing starter "I hope __." for Suzy, and students are instructed to sign the entries. Students are also directed to reflect on feelings and what happens, which can lead them to create an ending for each entry.

Students are asked to read Chapter 8 and answer guided questions about the chapter ending (for example, Question #8 asks how Armand decides he will help the children, showing the resolution). The Wrapping Up section asks students to discuss how the Calcet children felt when the Gypsies left, prompting students to reflect on the story's ending and emotional resolution. Journal and discussion prompts require students to respond in complete sentences about the chapter's conclusion.

Students are asked in the Wrapping Up section to say what they liked about the way the story ended and to think of a different ending, prompting reflection on the story's conclusion. In Activity 3 students create a flip book with labeled parts (Best Part, Most Exciting Part, Summary Part) and write descriptive phrases or sentences summarizing events. In Activity 4 Option 1 students write a paragraph describing why having a home is important and what families can do when they have a home, which asks for a concluding reflection about the story's outcome.

Students are asked to write or arrange a script for the tree-climbing scene (Option 1 and Option 2) and to include stage directions and the events of the story. Students record the major events of Chapter 7 on a "Daily Activities" page, which requires them to sequence and summarize story events. The provided answer key shows a completed script that ends with the arrow being returned and Tepui smiling, demonstrating a resolved final action in the scene.

Students are prompted to write a 'Concluding Sentence' for each of the three paragraphs on the organizing pages. The lesson directs students to discuss paragraph organization explicitly as '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 whether the 'closing sentence describe[s] what you are trying to convince the reader of.'

Students read the final chapters and are asked to determine how the problem was solved and whether the rain forest was saved, giving them exposure to a story's conclusion. Students complete a Plot Diagram that includes a Resolution box where they must summarize how the story concludes and list the problem and its solution. Students are directed to select the most important events and identify the climax and falling action leading to the resolution.

Students are guided to write organized five-sentence paragraphs using an outline that explicitly includes a space labeled "Concluding Sentence." Students are asked to create narrative-like products: they draw comic-strip scenes that reflect chapter action and write a ballad about an event in the story (a short sung narrative). The wrap-up and crown activities prompt students to reflect on character change and the book's end, which can support composing an ending.

Students are asked to complete the last two boxes of their comic strip and to read through the strip to check that it "makes sense," which requires them to produce an ending to the story. Students list changes between Prince Brat (chapters 1-2) and Prince Horace (chapters 19-20) and then write a poem describing those changes, prompting a reflective wrap-up of character development. Students write diary-style entries for "A Day in the Castle" that ask for reflections, future plans, and sign-offs from both Prince Horace and Jemmy, functioning as epilogues that summarize outcomes.

Students are given sentence starters that prompt concluding thoughts (e.g., "From now on ______________." and "If the prince and I make it back alive, we will _____."), which can lead them to state outcomes or future actions. The rubrics ask students to include the "main message" and specific ideas about character background and difficulties, which can encourage summative statements. The editing step asks students to read through each monologue to be sure they covered the rubric criteria, prompting revision of closing lines.

Students are given a "Planning My Letter" page that includes a blank "Concluding Sentence" line for Paragraphs 1 and 2 and a specific concluding-sentence prompt for Paragraph 3, so they plan endings explicitly. A sample letter ends with a clear closing/sign-off ("Miss you bunches. Your best friend in the whole entire world, Winnie"), modeling a complete wrap-up of the writer's thoughts. The Letter Rubric prompts students to evaluate whether their ending is interesting and whether sentences are organized, which directs students to consider and improve their conclusion.