The lesson explicitly defines a concluding observation in "Things to Know," stating it "summarizes the paragraph and/or connects the ideas..." and presents examples. In Activity 1 students analyze paragraphs and the answer key identifies a sentence as a "concluding thought," requiring students to label and recognize concluding sentences. Option 2 and Part II tasks ask students to revise and replace sentences, which can include writing sentence-level conclusions for paragraphs.

In Activity 2, Option 1 students must "write a well-formed paragraph in which you state your argument about what the artist might have thought about these events -- support that argument with 2-3 specific examples." The instruction explicitly adds: "Be sure that your paragraph ends with a concluding idea that summarizes your main point and/or moves it forward in some way." Students are thus asked to produce an argument with supporting evidence and to end it with a concluding statement.

The Student Activity Page study guide explicitly lists "the parts of a well-written paragraph (topic sentence, transitions, supporting sentences, concluding observation)," prompting students to make notes on concluding observations. The unit includes a Paragraph Analysis section on the unit test in which students identify stance and supporting evidence and evaluate the role of specific sentences in a paragraph. Planning and scripting activities require students to write short scripts and paragraphs for scenes, with space provided for summaries on the planning pages.

Students are asked to make claims and support them with evidence in multiple activities: the "Characters as Leaders" page directs students to list specific examples to support assertions about each character's strengths and weaknesses, and Option 2 asks students to choose which of the Seven Commandments and which part of the Bill of Rights is most important and to explain why. Several questions (e.g., "Would you rather live under the rule of a government based on the Seven Commandments or one based on the Bill of Rights? Explain.") require students to state a position and provide reasons. The parent/answer keys explicitly prompt students to provide evidence to support their claims.

Students are asked to write a short (2-minute) speech honoring a participant in the Battle of the Cowshed and to "provide the audience with a lesson that they can draw from the example of that character and, more broadly, from the Battle of the Cowshed." The speech prompt also asks students to explain the individual's role, highlight admirable qualities, and recommend an award, which requires making and supporting a claim prior to the lesson/takeaway. The parent plan reiterates that the speech should cover all the listed requirements and that the speech will be reviewed.

Students are asked to write a one-paragraph formal business letter from Mr. Frederick to Mr. Pilkington proposing the sale of lumber, including possible benefits, a proposed price, and hopes for future deals (Activity 2 and Student Activity Page). The Skills section explicitly lists writing a letter that reflects an opinion, registers a complaint, or requests information, which requires students to state a claim and support it. The Student Activity Page provides a structured letter format (addresses, salutation, body, closing) that students must use when composing their persuasive/proposal text.

Students are asked to decide what theme Orwell is conveying and to "write the main theme below your plot diagram in just 1-2 sentences," which asks them to state a condensed claim. Students must identify and list multiple incidents from the novel that illustrate selected themes in Activity 2 (Developing a Theme) and explain connections in the bubble-map Analyzing Theme page, which requires them to support claims with specific evidence. Instructions emphasize that when students state a major theme they must both "show" and "tell," prompting them to provide evidence that supports their argument.

Students are instructed in STEP FOUR to include a conclusion that summarizes their points ("Outline the body with an introduction... and a conclusion that summarizes your points"). The sample outline ends with a Conclusion that tells Napoleon what the animals expect him to do, modeling a concluding section that follows from the argument. The editing checklist in Activity 4 explicitly asks students, "Does the final, concluding paragraph summarize my main points and make a suggestion or final observation?" The rubric's Organization category also evaluates the clarity and effectiveness of conclusions.

The assignment explicitly tells students: "Your conclusion should restate your thesis statement in a different way than in the introduction. Optionally, you can also add some final thoughts or ideas." The Part III: Organizing student page includes a Conclusion section that directs students to "write a sentence that restates the thesis differently from the introduction, with an option to add closing thoughts." The Sample Planning and Organization example also shows a concluding sentence that summarizes and restates the thesis.

Students are instructed that their conclusion should restate what was compared or contrasted, the points of comparison, and the verdict or conclusion they reached. The Planning and Organization pages explicitly include a D. Conclusion prompt to "Craft a sentence restating the two things being compared or contrasted, the two points of comparison, and any verdicts/conclusions drawn." The sample concluding sentence/model ("Based on better gas mileage, a more stylish look, and more useful features, the SpeedySnail car would be the better car for our family.") demonstrates linking reasons to a final judgment.

The assignment directs students to write "A sentence or two that explains the chosen solution and evaluates why it is better than the other proposed solution," which requires a concluding statement that supports their argument. The listed characteristics include that "the writer states which solution is best ... and briefly explains why that solution is or was better than the other possible solutions." The Student Activity Page explicitly has a "Chosen Solution & Evaluation" box for students to complete, and the sample writing includes a closing sentence that states and supports the final conclusion about which solution is accepted.

Students are required to produce a paper with an introduction, three body paragraphs, and a conclusion (Activity 2). The Research Rubric explicitly lists a conclusion that "restates the thesis differently" and includes a "final observation or recommendation," guiding what the concluding section should do. Activity 1 directs students to examine a student model and note how the author "handled the conclusion," providing an example to emulate.

Students read and analyze a model persuasive essay and answer a specific question about its conclusion: "In the conclusion, does the writer remind the reader of the thesis statement?" The Parent Plan skills list explicitly names providing a concluding statement or section as a learning target. The lesson also models a concluding-style sentence in the thesis/examples section (for example: "For these reasons, middle-school students should be required to take foreign language courses.").

Students are asked to copy a sentence or two from a persuasive paragraph they developed about whether the word "slave" should be substituted in the book, indicating they have produced persuasive writing. The project options and rubrics explicitly include the three types of writing (narrative, persuasive, and expository) — Block 4 and the unit test ask students to identify and reflect on persuasive writing. The unit activities require students to create and include text from different writing types on their poster or story blocks, so students practice composing persuasive text.

Students are asked in Activity 4 to write a 6–8 sentence speech that encourages a newly freed person to reside in Buxton, prompting them to state reasons to convince someone. The activity requires students to record the speech in a writing journal and read it aloud, which has students produce and present a persuasive argument. The Parent Plan suggests specific reasons students might use, indicating practice in selecting supporting reasons for an argument.

The lesson explicitly teaches a category of transitions labeled "CONCLUDE OR SUMMARIZE" and gives example concluding words (e.g., "overall," "consequently," "in conclusion") and a brief example sentence. The student activity page includes a Transitions Part 2 exercise where item 5 asks students to write a sentence using a "Conclude or Summarize" transition following the prompt "Elijah felt fragile." The lesson repeatedly instructs students to practice different transition types (including conclusion) and to use transitions to "connect an author's ideas."

The lesson explicitly instructs students how to write a conclusion: "The conclusion paragraph of the persuasive essay begins with a restatement of the thesis statement and then concludes the essay." Activity 6 directs students to make the first sentence of the last paragraph a restatement of the thesis, to "then conclude with some final thoughts," and to "not bring up new arguments in the conclusion." The Persuasive Essay Rubric requires that the thesis be "restated at the beginning of the fifth paragraph," tying the conclusion directly to the thesis and essay organization.

The lesson's Skills list explicitly includes "Provide a concluding statement or section that follows from and supports the argument presented," which names the targeted skill. Students are directed to revise and edit their persuasive essay in Activity 2, asking them to read for the structure of their argument and ensure correct persuasive essay format. Parent guidance asks students to check topic sentences and supporting details during revision, which relates to overall essay organization.

The lesson's Skills section explicitly lists "Provide a concluding statement or section that follows from and supports the argument presented." Activity 2 asks students to produce a final draft of their persuasive essay, which implies students will compose all essay components, including conclusion. The Parent Plan repeats that students will type a final draft and finalize their Works Cited, connecting the product to the persuasive-essay focus.

Students read the short persuasive essay "Human Cloning," which ends with an explicit call to action: "Stop this horrifying use of technology today! Oppose the use of cloning technology," giving them exposure to a concluding statement in a persuasive text. Students are instructed to identify and mark rhetorical and logical fallacies throughout that essay, including the final lines, so they analyze how a conclusion functions rhetorically. Students also create their own print or film advertisements to persuade an audience, producing original persuasive text and spoken content as part of the ad activity.

Activity 1 directs students to study a PowerPoint that covers the structure of a persuasive essay and recommended persuasive techniques. The review list also asks students to study logical and rhetorical fallacies and suggests creating their own test, implying attention to argument elements. These items provide explicit exposure to the components of argumentative writing.

The lesson explicitly tells students that a five-paragraph persuasive essay should end with a closing paragraph in which "the thesis should be restated in the first sentence of the closing paragraph, and the closing paragraph summarizes and emphasizes the thesis." A Student Activity Page asks students to describe the structure of a five-paragraph persuasive essay, prompting them to articulate the role of the closing paragraph. The "Evaluating My Essay" reflection asks students to consider how they would approach their essay again, which invites thinking about overall essay organization including the conclusion.

Students are asked to write an essay on censorship in wartime in which they must take a side, list reasons that support their opinion, provide examples or specifics to back up two reasons, and articulate an opponent's argument and a refutation. The assignment also includes participating in an informal mock debate to test out reasons. The parent plan and skills list direct students to explore and evaluate argumentative works and compare argument and counter-argument.

Students are asked to write a 6–8 sentence literature response that must refer to specific examples from the book, which requires them to organize ideas and use evidence. The Parent Plan lists a skill to "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," implying attention to structure. Example student responses include closing sentences (a question about future issues and a prediction) that function as a final remark following the reflection.

Students are asked to compare Longfellow's poem and Paul Revere's first-person account using a Venn diagram and to note similarities and differences, which requires making claims about each text. The parent/teacher prompts ask students to answer evaluative questions such as "Which version of the account of Paul Revere's ride was more effective? Why?" and to justify their reasoning. The Word Choice activity asks students to choose synonyms and explain whether their choices improve a poem's title, which prompts students to state positions and support them with reasons tied to tone, sound, and meaning.