Day 35: How to Write Strong Concluding Paragraphs for Grade 9 Essays
Guide students to leave a lasting impression with their arguments. In Day 35 of the Grade 9 English course, students tackle a Concluding Paragraphs Lesson Plan designed to move beyond rote repetition. Following a foundational grammar refresher on the simple past tense, students master the three pillars of a sophisticated conclusion: restating the thesis in fresh language, synthesizing main points, and leaving the reader with a compelling final thought.
75 Minutes | Key Concepts: Essay Conclusions, Thesis Restatement, Argument Synthesis, Simple Past Tense, Textual Mirroring, Concluding Paragraphs Lesson Plan
Learning Goals and Standards
Students will:
- Understand the purpose and structure of an effective concluding paragraph
- Identify the key components of a strong essay conclusion
- Analyze examples of effective concluding paragraphs
- Recognize how conclusions connect back to the thesis and main arguments
- Draft a concluding paragraph for their opinion essay
- Revise their essay to create stronger connections between the introduction and conclusion
- Understand how conclusions leave a lasting impression on readers
The lesson focuses on helping students create conclusions that restate their thesis, summarize key ideas, and bring their essays full circle by connecting back to the introduction.
Ontario Curriculum Connections (ENL1W)
- C1.3 Developing Ideas and Organizing Content — organize ideas logically and effectively for a specific audience and purpose
- C2.1 Text Forms — understand the structure and features of opinion essays
- C2.2 Text Patterns and Features — use effective conclusions to strengthen written arguments
- C3.1 Producing Drafts — develop complete essay drafts including introductions, body paragraphs, and conclusions
- C3.2 Revising and Editing — improve clarity, organization, and effectiveness through revision
Common Core (Grades 9–10)
- CCSS.ELA-LITERACY.W.9-10.1 — write arguments that support claims with reasoning and evidence
- CCSS.ELA-LITERACY.W.9-10.4 — produce clear and coherent writing appropriate to task and audience
- CCSS.ELA-LITERACY.W.9-10.5 — strengthen writing through planning, revising, and editing
IB Language & Literature (ATL Skills)
- Communication skills through persuasive writing
- Thinking skills through synthesis of ideas
- Self-management through drafting and revision
Cambridge IGCSE English
- Organize ideas effectively in extended writing
- Develop coherent arguments and conclusions
- Communicate a clear sense of purpose and closure
OECD Global Competence Framework
- Communicate ideas clearly and persuasively
- Synthesize information into meaningful conclusions
- Develop confidence in formal written communication
Resources
- Simple Past Tense Lesson
- Concluding Paragraphs Lesson (If you want a more detailed conclusions lesson.)
- Conclusions Slideshow
- Intro / Conclusion Example
Bell Ringer
Display these two concluding sentences:
A. In conclusion, school uniforms are good.
B. By reducing distractions, promoting equality, and strengthening school identity, uniforms help create a more focused learning environment for all students.
Ask students:
- Which conclusion is more effective?
- Why?
- What makes a conclusion memorable?
This discussion helps students recognize the difference between simply ending an essay and creating a strong conclusion.
Lesson Flow
1. Simple Past Tense
Today begins with a quick grammar refresher on the simple past tense—a foundational skill that helps students describe completed actions clearly and effectively. I’ll include a link to the full lesson, which will review how to form and use the simple past tense, including regular and irregular verbs. This short review strengthens students’ grammar for their writing projects.
2. Concluding Paragraphs
A strong Concluding Paragraphs Lesson Plan doesn’t just restate what was already said—it wraps everything together in a meaningful way. Think of it as the bow on top of your essay gift: it doesn’t add new presents inside, but it makes the entire package feel complete.
In this part of the lesson, we’ll discuss what makes an effective conclusion. Students will look at examples and notes that show how to:
Restate the thesis in fresh language.
Summarize main points without repeating them.
Leave readers with a final thought, call to action, or insight.
Encourage students to imagine that their essays are conversations—how do they want to leave the reader feeling when that conversation ends? Calmly persuaded? Thoughtful? Inspired? That emotional tone often guides how to conclude effectively.
3. Continue Working on Outline or Rough Draft
If time remains after the mini-lessons, students should continue developing their essay outlines or rough drafts. Encourage them to reread their introductions and think about how their conclusions might reflect or “mirror” them—many great essays begin and end with a similar tone or idea, creating a sense of balance.
You might walk around and ask questions like:
“What message do you want your reader to take away?”
“How will your final sentence echo your opening idea?”
“Does your conclusion feel complete or rushed?”
This reflection helps students recognize the importance of intentional closure in writing.
First-Hand Suggestions for the Concluding Paragraphs Lesson Plan
Students often think conclusions are the easiest part of an essay, but they can actually be one of the most challenging sections to write well. I’ve found that students produce much stronger conclusions when they view them as an opportunity to remind readers why their argument matters rather than simply repeating what they already said. Showing examples where the conclusion mirrors the introduction also helps students create essays that feel complete and polished.
Differentiation for the Concluding Paragraphs Lesson Plan
Support Strategies
- Provide a conclusion template students can follow
- Use colour-coded examples showing thesis restatement, summary, and final thought
- Model the writing process step-by-step
- Allow students to verbally explain their conclusion before writing
- Provide a checklist for conclusion requirements
Support for English Language Learners
Pre-teach key vocabulary:
- conclusion
- summarize
- thesis
- argument
- restate
- reflection
Helpful sentence starters:
- “In conclusion, …”
- “Overall, it is clear that…”
- “The evidence shows that…”
- “For these reasons…”
- “Ultimately…”
Alternative Demonstration Options
Students may:
- complete a scaffolded conclusion organizer
- verbally explain how their conclusion connects to their thesis
- work from sentence frames before writing independently
- revise an existing conclusion rather than creating one from scratch
Extension Opportunities
Students ready for enrichment can:
- create conclusions that connect back to their opening hook
- add a call to action or broader implication
- revise weak conclusions to improve impact
- analyze how professional writers conclude persuasive articles
- explore different conclusion techniques beyond simple thesis restatement
The lesson emphasizes drafting conclusions that revisit the thesis, summarize key arguments, and create a sense of closure by connecting the ending back to the introduction.
Concluding Paragraphs Lesson Plan FAQ
What are the three parts of a concluding paragraph? A comprehensive concluding paragraph consists of a restated thesis in fresh language, a brief synthesis summarizing the main arguments, and a memorable final thought or call to action.
How do you teach students to avoid repetitive conclusions? Encourage students to view the conclusion as an evolutionary step. Instead of copying their introduction word-for-word, they should show how their points have proven their thesis, answering the ultimate ‘So what?’ question for the reader.
Why run a simple past tense grammar review during an essay unit? While literary analysis utilizes the present tense, historical context, biographical author information, or narrative examples of completed actions require a firm command of the simple past tense to maintain grammatical consistency.
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