Students are directed to create plot flowcharts for multiple characters (Noah, Nadia, Ethan, Julian) that include labeled sections: Problem, Event 1, Event 2, Event 3, and Solution. The Nadia activity specifically asks students to create a plot flowchart for Nadia's story and fill in a Solution box. The flowchart organizer requires students to sequence events and record the story's resolution.

Students are directed in Activity 3 to write a short paragraph describing a friend that must include a topic sentence, supporting details, and a concluding sentence. The Friendship bubble map and the lines for the paragraph give students a place to organize ideas and produce a written ending. The reading task asks students to "write your storyline for 'Ethan's Story,'" which could involve composing a narrative sequence of events.

Students are guided to complete a Story Plot Diagram that includes a specific 'RESOLUTION' box and directions to 'describe how the problem was solved.' The rubric in the Organization section asks learners to provide an introduction, supporting details, and a conclusion for each paragraph. The Parent Plan explicitly notes common difficulty with endings and instructs adults to redirect tangents and emphasize including details relevant to the plot and character when finishing the story.

Students are asked to write a paragraph describing what happened to Phillip when the boat was torpedoed (Activity 2, Option 2), practicing narrative description with strong verbs and vivid adjectives and varying sentence lengths. Students rewrite a paragraph about Phillip and Timothy to improve sentence flow and combine sentences (Activity 2, Option 1), which practices narrative sentence construction. Students record sentences across chapters about characters' feelings, thoughts, and actions and are prompted to continue writing about Phillip's response to Timothy's death and what he realizes, which involves writing about events and reactions over time.

Students are asked to write a three-paragraph piece about how Phillip and Timothy's relationship changes, which requires organizing ideas across events. The provided "Organizing My Ideas" pages include a labeled "Concluding Sentence" field for each paragraph, prompting students to craft conclusions for their paragraphs. The lesson directs students to produce a rough draft and a final copy, indicating that students will compose complete paragraphs that include concluding sentences.

Students are asked to write a eulogy that describes how they and Timothy depended on each other, what they learned from Timothy, and how Timothy changed their life. The eulogy instructions require including a description of Martin Luther King Jr.'s dream and how the student's experience helped accomplish that dream. The rubric assesses "lessons and personal changes" and "relation to Martin Luther King Jr.'s dream," and asks students to rehearse and present the eulogy aloud.

The "Should I Stay or Go?" activity asks students to make lists of reasons for Dina to stay in New York and reasons to go, then "decide what you believe is the best decision for Dina" and complete the sentence "I think Dana should because." The Parent Plan also directs parents to ask the child to explain the decision she thinks Dina should make and why, which requires students to draw a conclusion from the events in the chapters.

Students are directed by the organizer to include a topic sentence, at least three supporting details, and a concluding sentence for each paragraph, including a Paragraph 3 titled "Your Decision." The rubric explicitly asks students whether they "provide an introduction, details that support, and a conclusion for each paragraph" and asks that writing remain focused on the topic. Activities require students to draft, revise, and produce a final copy using the rubric to check paragraph structure, including the presence of concluding sentences.

Students are asked to create a book synopsis and book jacket (Activity 1) which requires summarizing events and imagining outcomes. Activity 3 asks students to design a book jacket for Dina 15 years later or to complete "If... then" statements from Dina's point of view, prompting them to infer future outcomes that follow from the narrated events. Reading questions (e.g., why Dina decided to stay) and the wrapping-up paragraph ask students to explain causes and resulting decisions, linking events to outcomes.

Students are asked to write reflective pieces such as the Story Quilt square that directs them to "Write your reaction to the story and how it made you feel," and a square that asks for "three reasons Dina stayed in New York," which require synthesizing events. The New York poems option asks students to "reflect on life in New York today and yesterday," and the rubric explicitly lists "Reflection on life in New York today and yesterday" and "Ideas on how immigration has shaped the city." The wrapping-up prompts ask students to evaluate their project and state what they would do differently, encouraging summarizing thoughts about the narrative experiences.

Activity 2 "My Survival Story" asks students to create a plot diagram that includes sections for Problem, Rising Action, Climax, Falling Action, and Resolution. The directions explicitly instruct students to "describe the problem, the events of the story, the climax, and how the problem would be solved." The student organizer contains a labeled "Resolution" area for students to write how the story resolves.

Students are instructed in Paragraph 3 to "end their paragraph with a 'memorable takeaway, observation, or quote from Sam,'" which directs them to include a closing element. The rubric asks whether paragraphs 2 and 3 are each focused on a specific topic and guides students through editing and revision, prompting them to refine their paragraphs and ensure an effective title and structure. The Paragraph Organizers guide students to plan an attention-grabbing opening and to provide basic information, helping shape the article toward a coherent ending.

Students are asked to "think about how you would survive a year in the wilderness. Document your experience," which asks them to produce a narrated account of imagined events. Students are asked to "create a plot diagram" for the story set in a different environment and to "describe challenges," which requires sequencing events. Students are asked to "share your products with your family and explain what Sam's story meant to you," which prompts reflection on outcomes of narrated experiences.

Students are asked in Activity 3 to "write a paragraph about a day the weather made special for you" and to "give enough details to show the reader what happened on that day." The Parent Plan skills list includes "Provide insight into why the selected event or experience is memorable," which asks students to add reflective closure to their narratives. The Wrapping Up section asks students to read over their narrative writing and consider how they showed rather than told what happened, encouraging revision that could include reflective ending remarks.

Students are asked in the "Wrapping Up" section to think of all of Kit's experiences over the year and answer what lessons the author would want readers to gain and whether they will live differently after reading Kit's story. The lesson asks students to predict the ending and then discuss whether their prediction was accurate, which asks them to connect events to conclusions about outcomes. Several discussion questions (e.g., about character fates and whether Kit should have changed) require students to draw inferences and state conclusions based on narrated events.

The lesson instructs students to write a concluding paragraph that "draw[s] closure to the story," beginning with a reflection on what they learned or how the experience changed them and then summarizing the three topics or the beginning/middle/end. It gives a model concluding paragraph from Kit that explicitly ties personal change and specific story elements together. The Narrative Essay Rubric and parent checklists require provision of a conclusion and ask reviewers to check that the concluding paragraph "pulls the pieces together and ends in an effective way."

Students write three first-person "Before and After" statements describing Hugo's life before and after his father's death, which requires them to state consequences of events. Students are asked to predict how the discovery of the automaton will change Hugo's life, prompting them to draw a logical outcome from narrated events. Students write text to match an illustration, practicing translating action and character thoughts into words, which can include concluding ideas about the scene.

Students are asked to "Make up a story about a mysterious key that you found. How does the discovery change your life?" and to practice telling that story aloud using voice, tone, and body language. The Life Application prompt also asks students to reflect on an unusual discovery and explain how it changed their life, encouraging students to state outcomes of events.

The Story Organizer graphic organizer includes a specific "Resolution" section and three sequential "Event" boxes, and students are told to complete the organizer before writing their story. Activity 4 instructs students to "Write a short creative story" that integrates factual details and to think about structure, suspense, vivid details, and action. Activity 3 asks students to describe each character's "Discovery" and the resulting "Change," which has students connect events to outcomes.

Students are asked to write a personal letter recounting recent events and feelings and the lesson lists the Parts of a Personal Letter, including a Closing (noting it is a short expression on a single line that ends with a comma). Students are asked to write a summary of Chapter 16, which requires them to organize and recount events. The Wrapping Up paragraph models a concluding statement about pioneers that summarizes the narrated experiences and consequences.

Students complete the "Lucy Changes" graphic organizer by describing Lucy at the beginning, explaining how she changes, and describing her at the end of the novel, including what caused the change. Students are asked to discuss the ending, say whether they would have made the same decision as Lucy, and to consider a better way for the story to end and why. The cause-and-effect flaps and questions (e.g., whether Lucy made the right decision) require students to connect events to outcomes and to draw conclusions about characters and outcomes.

Students are prompted to write a concluding paragraph with a specific organizer labeled "Paragraph #5: Conclusion" that asks them to restate their position, summarize three arguments, and write a closing statement. Activity 5 instructs students to "restate your position and review your three reasons" and gives a model concluding paragraph that summarizes reasons and ends with a memorable closing sentence. The Persuasive Essay Rubric and Organization checklist ask students to provide a conclusion for each paragraph and to ensure paragraphs have topic sentences, supporting details, and a conclusion.

Activity 3 asks students to practice creative writing by coming up with three plot ideas for science fiction short stories and states that science fiction short stories have a beginning, middle, and end. The accompanying Student Activity Page provides lined sections labeled Beginning, Middle, and End for each story idea, prompting students to write an ending for each plot. Directions tell students to write three or four sentences describing each story idea, which includes an explicit spot for the story's end.

Students are shown a "To Conclude" category of transitional words and phrases (in conclusion, finally, to summarize, after all, all things considered) with example sentences such as "Finally, the two characters returned to their normal lives." Students rewrite sentences using transitional words and phrases in Activity 1 and practice combining short sentences into smoother sequences, which can include concluding transitions. Students complete a Story Map that includes a "Solution" box and prompts about how the protagonist accomplishes the mission, which supports planning an ending.

Activity 3 asks students to choose a major problem for their characters and to "jot down your problem and solution on your story map." The Problem activity page explicitly instructs students that "This problem will be handled or solved by the end of the story," prompting students to decide how the conflict is resolved. The Wrapping Up section directs students to review their protagonist, antagonist, setting, theme, and problem/solution in preparation for writing their short story tomorrow.

Students are directed to complete a plot diagram that includes a specific box labeled "Solution," and they are instructed to list the problem, major events, the climax, and the solution. The rubric requires a story structure with a beginning, middle, and end and explicitly lists "present a clear conflict and solution" as a criterion. Writing instructions tell students to follow their plot diagram, introduce the problem early, and ensure the solution is found, and editing guidance asks students to check for internal consistency and logical divisions.

The Elements of a Biography organizer explicitly lists "Acknowledges the turning point or abridgment finale," and students are asked to read Chapter 2 and list one way the author performs each biographical element. Students answer comprehension questions about events in Lincoln's life, which requires them to follow narrated experiences and identify key incidents and turning points.

The Student Activity Page explicitly requires students to "Conclude by restating your position and linking reasons," and the Skills section lists "Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas." Activities 2 and 3 ask students to revise and practice delivery with attention to the rubric's "content" and "delivery" criteria, which include evaluating the effectiveness of the conclusion.

Students are asked in Activity 3 to "write a short letter to Lincoln" in which they may "talk about your childhood or events that have happened to you," and then "explain why he should keep up the fight to end slavery," which requires narrating experiences and giving a reasoned outcome. In Activity 1 students list "Reasons For" and "Reasons Against" the war and answer "Do you think the Civil War should have been fought? Why or why not?", which asks them to state a conclusion grounded in the reasons/events they recorded.

Students are instructed to write paragraph V as a concluding paragraph and to restate the thesis at the beginning of that paragraph, using slightly different wording. The student activity pages include a labeled Conclusion/"Restate Thesis" section and provide a model conclusion that summarizes main points and ends with a resonant final sentence. Instructions tell students to "restate the main points" and to make the final sentence(s) produce an emotional response and leave the reader with something to remember.