The guided outlines (Option 1 and Option 2) include a dedicated Conclusion section that instructs students to restate the thesis in a different way, summarize key points, and provide an important take-away. The Essay Organizer and Guided Outline explicitly prompt students to 'Restate the thesis (in a different way than in the introduction)' and to 'Tie up essay or provide an important take-away.' The "You Are the Editor" revision sheet asks students to evaluate whether the conclusion offers a significant take-away or merely repeats the introduction.

The Informal Outline (Activity 2) directs students to write a Conclusion that "restates the thesis using different wording" and "provides some final thoughts (such as some key differences within the two areas of similarity you discussed)." The Literary Response Rubric awards points for a restatement of the thesis in the beginning of the conclusion and for the "strength of the concluding paragraph." The Details and Support page (APE method) asks students to "extend" by explaining how evidence supports their ideas and to write summary sentences that bring together evidence, which can feed into a supporting conclusion.

Students are asked in the "Crazy Like a Fox?" activity to gather textual evidence in two columns (rational/trustworthy vs. irrational/insane) and then answer whether the narrator is a reliable source, which requires taking a clear position and supporting it with evidence. Homework directions ask students to "find the clues in the story" and "respond to the question" about narrator reliability, prompting written justification based on text evidence. The Parent Plan notes that students "completed a chart" and were asked whether the narrator is a reliable source of information and why or why not, indicating students produce a written response that defends a claim.

Students are asked in the homework to write a paragraph stating an opinion about whether broader access to dystopian and disturbing material is overall positive or negative and to "Support your ideas with your own evidence and observations." The Parent Plan lists the skill of citing strong and thorough textual evidence to support analysis, and activities require students to organize textual details about the black box into categories (physical description, reactions, historical connections) that could serve as evidence for an interpretation.

Choice 7 asks students to read arguments and lyrics, consider both sides of a debate, and write a one-page, typed, double-spaced response arguing whether Bob Dylan deserved the Nobel Prize, including specific reasons and crediting sources. The assignment requires students to form a claim and support it with reasons and evidence drawn from articles and lyrics. The parent plan reiterates that students should provide specific reasons to support their argument.

Students are explicitly instructed in Option 1 to end their paragraph with a concluding sentence that restates or summarizes the paragraph's main idea. The Parent Plan reiterates that the paragraph should begin with an introductory sentence and end with a concluding sentence. The Option 1 directions require students to compose a coherent paragraph with a mini-conclusion; Option 2 asks students to summarize basic information in slides (implying a closing summary).

Students are asked in Activity 2 to read opposing quotes and "decide which of the two men you agree with more, and explain the ways that your views and his align," which requires them to claim a position and support it with reasons. Student activity pages provide space labeled "Your Views" where students write their explanations and alignments with Thoreau or King. Students also analyze overlapping ideas in paired passages (Activity 1), identifying and explaining similarities and differences that they could use as evidence in an argument.

Students are asked to write a short APE response (Answer, Prove, Extend) to the question about whether the author's dreams or memories are more traumatic, which requires them to state a claim and support it with a quotation. The "Prove" step directs students to draw evidence from the text and to integrate quotations using methods taught in Activity 1. The "Extend" step asks students to explain how the quotation supports their answer and to provide an opinion, prediction, or personal connection.

The Activity 1 Option 2 prompt asks students to "choose/come up with a possible conclusion about the conduct of the two sides in the war" and to "state one of these conclusions (or one of your own) and provide examples or quotations from the text that support your conclusion." The Parent Plan reiterates that students will write a response in their journal and support their conclusion with examples/quotations. The Wiesel's Words activity also requires students to choose a quotation and explain how it relates to the memoir, which asks for a concluding connection between evidence and an interpretive claim.

Students are assigned to "write an introduction and a conclusion" (Day 2 homework) and are explicitly told to "End your essay by restating your thesis and main points and including some final thoughts." The Parent Plan Skills list also specifies that students should "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)." Students draft, revise, and proofread their conclusions across Days 2–4 and are asked to incorporate revisions and ensure the conclusion restates thesis and points.

The homework explicitly teaches that persuasive speeches usually end with a forward-looking statement and asks students to choose three sentences from Lincoln's speech representing background, main message, and forward-looking (concluding) statement. The Parent Plan provides an example forward-looking sentence from the speech and labels it as the forward-looking statement. The lesson's analysis questions and activities direct students to identify how Lincoln structures his speech, including its ending.

Students are instructed to "Add a conclusion to the end of your guide" and are given a sample conclusion that restates and expands on the introduction and suggests next steps. The Guide Checklist explicitly includes "Conclusion wraps up the guide effectively." The Parent Plan Skills also list "Provide a concluding statement or section that follows from and supports the information or explanation presented."

The Classical Argument activity directs 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 explicitly assigns Paragraph 5 as the Conclusion, and both the essay rubric and the oral-presentation rubric evaluate conclusions (e.g., conclusion relates to the information and main idea; conclusion underscores the major ideas). The Parent Plan skills list explicitly includes "Provide a concluding statement or section that follows from and supports the argument presented," and students are instructed to draft, revise, and finalize their conclusions during revision and homework steps.

The Reader Response Paragraph activity asks students to write a paragraph of at least five sentences using the APE method (Answer, Prove, Extend) and to "be sure to use evidence from the play to support your points." The APE graphic explicitly directs students to "Prove" by providing evidence and to "Extend" by giving an opinion, explanation, or connection. The assignment requires students to produce a reasoned answer supported by textual evidence, which aligns with constructing an argument.