Students are instructed to write a reflective journal entry with three labeled sections: "What Happened," "Your Feelings," and "What You Learned," which asks them to state insights or lessons gained from the event. The Character Development timeline directs students to record changes in Cody and Sophie across chapter ranges and to look back at documented changes after finishing the book. The Parent Plan skills list includes narrating an expressive account that "tells a story or establishes the significance of an event or events," supporting work on drawing conclusions from events.

Students are instructed to include an introductory paragraph, body paragraphs, and a concluding paragraph when writing their first draft. Students complete a Prewriting Narrative Organizer that requires them to write 'What I learned or How I changed' at the bottom, linking reflection to the story. During revision, students use an editing checklist that asks them to reflect on what was learned or how views were changed, prompting them to ensure their conclusion follows from the events.

The Character Changes three-flap mini book directs students to write a sentence describing the character at the beginning, middle, and end of the story, explicitly asking for an "End" description. The Important Events accordion requires students to select and place four main events in chronological order and illustrate them, which has students sequence narrated events. Sample answers under Part 5 provide model end statements that summarize how characters have changed by the story's end.

Students are asked to write a paragraph imagining waking up twenty years later (Activity 2), which requires narrating events and changes they would encounter. Students are also asked to rewrite the scene of Rip's return as a script and act it out (Activity 5), which requires sequencing actions and dialogue. The comprehension question asking whether Rip regrets being asleep (Question #4) prompts students to draw a conclusion about outcomes of the narrated events.

The lesson explicitly instructs students to plan and write a story resolution: the plot diagram activity asks students to identify the problem, the climax, and "How will the problem or conflict be resolved?" with a "Solution" box at the bottom. The lesson also tells students, "When you get to the end of your story, make the last few lines memorable," and suggests endings that produce a strong emotional response or surprise. Activity 5 directs students to follow their plot diagram as they write, reinforcing that the planned resolution should be executed in the final draft.

Students are asked to write a fictional story based on an event or a character from the book (Activity 2, Option 2), selecting an event or point of view and adding details to make it entertaining. The task requires students to develop a narrative that reflects the time period and to invent or expand on events from the text, which engages them in composing sequenced experiences and details.

Activity 2 asks students to write a short journal paragraph about a personal conflict that led to negative consequences and explicitly prompts students to consider what could have been done differently and what they learned from the experience. The Parent Plan and Skills sections ask students to summarize readings and add events to a timeline, which requires students to organize narrated events in logical order. The conflict activity's reflective questions (How might things have turned out differently? What did you learn?) prompt students to state outcomes or lessons that follow from the narrated events.

Students are asked in the Character Sketch activity to "describe the problem Annemarie faced and explain how her character traits helped her solve it," which requires them to state the outcome that follows from the events. The "Things to Review" prompt asks students to "summarize the plan that Peter and Annemarie's mother have for helping the Jewish families escape," requiring a concise wrap-up of actions and results. The Wrapping Up section frames the outcome of the events (the Danish Resistance delivering people to safety), which students are prompted to consider and discuss.

The Skills list explicitly tells students to "Offer a concluding paragraph that summarizes important ideas and details." The Day 2 Rough Draft directions require a concluding paragraph that "will restate your main ideas and leave the reader with a lasting impression" and suggests transitions for conclusion (e.g., "in conclusion," "to summarize"). The Expository Rubric assesses "concluding paragraph effectiveness" and lists introduction, supporting details, and conclusion as organization criteria.

The Option 2 prompt asks students to "imagine yourself ten years in the future" after drinking the water and to "write a paragraph about what life is like for you" and to answer "Are you glad you drank it or do you regret it?", which requires a concluding judgment. Activity 2 (Option 1) asks students to make a pros-and-cons list and then decide whether to take a sip, prompting a decision that can serve as a conclusion. The Wrapping Up section asks students to reflect on whether living forever would be a good or bad decision, reinforcing the requirement to reach and state a conclusion based on narrated/imagined events.

Students are instructed to fill out a graphic organizer and then "use it as an outline" to write a cause-and-effect paragraph, with the explicit direction: "You will also need a concluding sentence. Write your paragraph in your journal." The Activity directions explicitly state for the Effect organizer that the concluding sentence will "restate the effect and causes" and for the Cause organizer that the concluding sentence will "restate the cause and effects in a simple and memorable way." The Student Activity Page includes a Sample Paragraph that demonstrates a concluding sentence summarizing causes and effects tied to narrated events from the novel.

Students are asked to read the last two chapters and the Epilogue and to predict the story's ending and the fate of characters, then compare predictions to the actual ending. The lesson defines an epilogue as bringing closure or revealing characters' fates and includes comprehension questions (e.g., whether Winnie's relationship with her family will be the same; what the Tucks felt at Winnie's grave) that require students to draw conclusions from events. Students are also prompted to reflect on how Treegap and the Tucks' lives have changed, linking events to outcomes.

The activity directions require each paragraph to include a concluding sentence, and Activity 3 explicitly instructs students to write the first two paragraphs with a topic sentence, body sentences, and a concluding sentence. The Organizing Ideas pages reserve Paragraph 5 for convincing the reader of the book's importance and why they should read it, which functions as a final wrap-up of the report. The Book Report Rubric and parent notes emphasize shaping voice and persuading the reader based on the story's events and characters.

Students are asked to pretend they live in rural Mississippi in the 1930s and to make a four-slide/poster presentation that sequences: present the problem, give examples of discrimination (events), propose changes, and (Slide 4) "describe how the community will change and become a better place for all citizens." The activity requires students to plan slides using a PowerPoint organizer, practice delivering the speech, and use a rubric that evaluates clear, coherent messaging and a balance of important details.

Students are asked to "think of three events from history," describe each event in three or four sentences, and then "explain how the memory could help the community." These tasks require students to narrate events (describe them) and to provide an explanation linking those events to benefits for Jonas's community. The History: To Be Forgotten or Remembered? activity therefore has students produce a conclusion that follows from the described events.

Students are asked in Option 2 to plan and write a 3-5 page final chapter that "ties up loose ends and lets the reader know what happened to Jonas and Baby Gabe," directly requiring them to state a fate or ending. Students must use the "Character Timeline" and consider how Jonas changed over the novel when composing the chapter, and they must organize events using the provided Plot Flowchart so the ending follows from prior events. The Final Chapter Rubric explicitly asks whether the chapter was an effective final chapter and whether it followed the plot diagram, assessing the chapter's conclusion and coherence.

Students are guided to write a concluding sentence that "reminds the reader of the problem and the benefit of the proposed solution" and to "leave the reader thinking about the topic or feeling an emotion" (Things to Know). The problem-solution example paragraph includes a concluding sentence that restates the problem and explains the benefits of the solution. The Student Activity Page includes a dedicated Concluding Sentence section where students must write a sentence that restates the problem and the benefit.

Activity 3 asks students to write a narrative poem and prompts them to plan a beginning, middle, and end by asking questions such as "What do you want to happen to the character…? What problem/conflict will the character face? …What will happen in the middle? How will it end?" The Parent Plan section repeats these planning questions and asks children to think about how the poem will end and to read their poem aloud when finished.

Students are instructed in the "Organizing Your Writing" graphic organizer to include a Conclusion section that asks them to restate the thesis, describe what the narrator (Cusi) learned, how it changed him, and what conclusion was reached. The Skills list explicitly includes "present an ending," and Activity 2 directs students to choose three events that function as beginning, middle, and end tied to a central idea so the ending follows from those events. The wrap-up and parent prompts ask students to reflect on what Cusi learned and how he changed, reinforcing a concluding statement that follows from the narrated experiences.