Writing the Conclusion

Overview

In this lesson, students plan and write a short conclusion for their endangered animal report. They will recap the main idea and final message using simple and compound sentences, topic vocabulary, and correct punctuation.

Learning intentions

• Students will summarise their report by stating what their endangered animal is and why it needs help.
• Students will write a short conclusion using an introduction-to-ending sequence.
• Students will use topic-specific vocabulary (e.g. habitat, endangered, protect) in their writing.
• Students will edit their sentences by adding, deleting, or changing words to improve meaning.

Success criteria

• I can write a conclusion with 2–3 sentences that match my report.
• I can include key facts from my report in my final sentences.
• I can use simple punctuation (full stops) and check my sentences.
• I can make my words clearer by editing (for example, replacing a common word with a topic word).

Curriculum links

• Literacy: create and edit short imaginative, informative and persuasive written and/or multimodal texts using appropriate structure, simple/compound sentences, topic vocabulary, simple punctuation, and common 2-syllable words.
• Literacy: use comprehension strategies to support meaning and sequence of ideas.
• Language: understand compound sentences linked by coordinating conjunctions (and, but, so).
• Literature: create and edit literary texts using familiar structures and tools (used here as a writing structure and supported modelling).

Lesson structure (30 minutes)

1. 0–4 min · Warm-up: “What comes at the end?” Teacher shows three paper strips: “Tell who/what”, “Tell facts”, “Tell your final message”. Students point to where today’s task goes and say one word they expect in a conclusion (e.g. “save”, “protect”, “home”).

2. 4–9 min · Direct teach: model a conclusion Teacher reads a model conclusion aloud and tracks it with finger-under-reading. Students join in repeating key sentence frames. Example frames (adapt to student levels):

• “In the end, the (animal name) is endangered.”
• “It needs a habitat and protection.”
• “We can protect it so it can live.” (optional compound with “so”)

3. 9–14 min · Guided planning: conclusion box Teacher displays a simple “Conclusion Box” with three lines:

• Line 1: Animal name + endangered
• Line 2: One important reason (habitat/food/danger)
• Line 3: Final message (what people can do) Students choose their words using word cards from their report (teacher prepared). They write or copy into the lines using their individualised plan.

4. 14–24 min · Independent writing (teacher circulates) Students write their conclusion in their report booklet or writing template. Teacher prompts them to use the frames if needed.

• Low support students: fill-in-the-blank sentences.
• Higher support students: write 2–3 sentences and try one compound sentence using “so” or “and”.

5. 24–28 min · Editing check: “Swap, add, or fix” Teacher models one edit live: replace a vague word with a topic word (e.g. “place” → “habitat”, “help” → “protect”). Students do one edit on their own: add one topic word OR change one word OR check full stops.

6. 28–30 min · Exit reflection: one success Students show their conclusion to the teacher (quick glance) and say one thing they did well (e.g. “I used habitat” or “I checked my full stops”).

Resources

• “Conclusion Box” template (one per student)
• Word cards for topic vocabulary: endangered, habitat, protect, survive, food, danger, climate, forest/ocean (as relevant)
• Sentence frames with fill-in blanks (tiered)
• Model conclusion on chart paper
• Writing books or worksheets
• Coloured pencils or markers for identifying key words
• Timer visible to students

Assessment

• Teacher listens for correct use of conclusion purpose during warm-up and guided planning (formative).
• Teacher checks written conclusions against success criteria: 2–3 sentences, key facts included, full stops present (formative).
• Quick teacher conference at the end: one student explanation of an edited change.

Differentiation

• Sentence starters and fill-in-the-blank support for students with low writing ability; allow copying from word cards.
• Word bank tailored to each student’s animal report (only the words they have used before).
• Typing option or teacher scribing for students with extremely limited handwriting or motor control.
• For students ready for challenge: add a compound sentence using “so” (e.g. “We must protect its habitat so it can survive.”).
• EAL support: provide picture cues for each key word and allow oral rehearsal before writing.
• Consider short individual check-ins: one-on-one or pairs for 30–60 seconds during independent writing.

Extension (optional)

• If time remains, students add one persuasive sentence to their conclusion: “Please protect…”, using a frame and a word bank.