Students will compare and contrast the objectives and components of the introduction and conclusion sections for both persuasive and explanatory assignments during this unit. At the end of this lesson, students are going to:
- Decide what makes a strong conclusion.
- Compare the sections of a conclusion and an introduction.
- Review the various attention-getter and clincher types that are available as clincher techniques.
- Practice your paraphrasing and rephrasing of dialogue strategies.

- To what extent does the writing process influence writing quality? 
- How can we become proficient writers?

- Syntax: In general, this refers to sentence structure. More specifically, this could refer to statement types, sentence lengths, construction, and idea order. 
- Inversion: To invert means to flip, or reverse, the order of an idea. This is one way to paraphrase an idea or sentence. 
- Paraphrase: To put an idea into original or different wording by using synonyms and/or inversion of syntax. 
- Commentary: An author’s thoughts on a topic; judgments, predictions; and expository comments may be appropriate based upon the purpose of the text.

- student-generated introductions from Lesson 2

- Via written conclusions, in-class and small-group discussions, and individual evaluation of the efficacy and conclusions of others, students will exhibit their understanding. Throughout each of these steps, you can keep an eye out for misconceptions, clarify them, and assign more practice as needed.
- Give students who require additional practice the opportunity to read editorials and features from magazines or newspapers. Ask them to identify the various clincher techniques or parts of the conclusion.

Explicit instruction, modeling, scaffolding, and active engagement 
W: The lesson's goal is for students to see the connection between the introduction and conclusion of a formal essay. Modeling understanding in a creative exit metaphor or diagram will be the final assessment task. The elements of the conclusion are taken into consideration through comparison. To paraphrase, modeling is done. 
H: Using a comparison/contrast exercise that draws on background information from Lesson 2 and questions involving metaphors that encourage divergent thinking, the hook piques readers' interest. 
E: A variety of exercises offer the chance to comprehend the goal and characteristics of a strong conclusion: brainstorming in pairs, coming up with personal conclusions, and peer evaluation offer instant feedback. 
R: As each section of the lesson progresses in higher-level thinking, students should be challenged to identify limits to their comprehension and collaborate with others to solve problems on how to master the material. This can be done every time peer evaluation is performed. 
E: Students will comprehend their level of proficiency by reshaping their own introductory format into the components of a conclusion. Through peer evaluation, students can examine other approaches and methods to reach the same objective and assess the merits of their own decisions. Before a final assessment is given, revision or more practice sessions ought to be permitted. 
T: The engagement activity allows for the appeal of multiple intelligences in the following activities: verbal-linguistic intelligence in discussing techniques and their efficacy, as well as in drafting samples; logical-mathematical intelligence for critical thinking and evaluation; and visual-spatial intelligence for identifying parallel structures of a paraphrase by highlighting, drawing, or using marker colors.
The final summary task also gives the option to review information using an abstract metaphor or a visual aid. One way to differentiate your activities is to provide students with prewritten generic introductions to complete and turn into conclusions. If students misplace or are absent from Lesson 2, it might be a good idea to have these on hand. The ability to choose one's own topic and position structure may also spark more interest in students.
O: To help students acquire skills, the lesson is organized into a predetermined order for their access: prior knowledge access, informing, guided practice, comprehension check, and extension. 

Focus Question: What impact can a conclusion's structure have on the reader's last thoughts?

Part 1

Tell students, "Some tales and films finish with 'finis' or 'the end.' Nonetheless, the author hopes that a reader's or viewer's thoughts on the work will continue after the written word or the credits have rolled. A strong conclusion will stick in the reader's mind and might influence their behavior or beliefs going forward. Students will build on previous lessons in this lesson and create an effective conclusion and metaphor or chart that illustrates the similarities between introductions and conclusions for a final assessment."

Ask students to brainstorm the four components of an effective introduction to Lesson 2 in a think-pair-share exercise. To share the answers aloud, choose volunteers or pick students at random (attention-getter, transition, thesis, preview, or divided thesis).

Remind students that if they can recall the components of an introduction, they should be able to recall the conclusion as well. Say, "An academic essay's conclusion consists of four main sections: a restatement of the thesis and preview, closing remarks, and the clincher. They accomplish the same fundamental goals as the introduction, but in the opposite order—a mirror image. What is a mirror used for? When does it start to limit itself? When is it useful, too? How could a conclusion share the same advantages and disadvantages?"

"Typically, a conclusion is denoted by a summation transition word or phrase such as 'in conclusion,' 'to sum up,' 'in summary,'' summarily,' 'therefore,' or 'finally.' The thesis is then restated or paraphrased from the introduction to remind the audience of the main idea once more."

Explain: "Instead of repeating words for words, this should incorporate synonyms and reverse the sentence structure."

Find the formatting similarities and differences between the following examples. Write the divided thesis and its paraphrase below on the board. As you write, ask your students to copy them. Next, ask students to mark and identify how ideas were put into different words and orders without changing the meaning or intention, or use colored board markers or overhead markers to highlight the parallels. Regardless of approach, review the content aloud as a group.

Example:

The Great Gatsby by F. Scott Fitzgerald, clearly demonstrates the frivolous morality of the upper class during America’s roaring ’20s through the characters of Daisy and Tom Buchannan, and Jay Gatsby; these are contrasted with Nick the narrator, and George Wilson.

This could be rephrased as:

Evidently, F. Scott Fitzgerald's The Great Gatsby portrays upper-class selfishness in the Jazz Age, while lower-class character models offer a stark contrast.

Have students consult their own written introductions from Lesson 2 after going over the example above and answering the questions. Help them write a paraphrase of their previous thesis by using synonyms and rearranging the sentence structures.

Give clarification: "Final paraphrases should not duplicate every detail of the original sentence, but they should still be clear."

The goal of the transition in the introduction is to address the opening to influence the audience's interpretation of the content and to introduce a particular thesis. Similarly, in the conclusion of the work, the author has the opportunity to clarify why the reader should agree with the sentiments expressed or offer an example of how they might be put into practice in real life in the closing remarks. It should neither introduce novel or debatable material nor merely restate or reiterate previously expressed opinions.

For a Gatsby conclusion, display these sample closing remarks:

Money is unquestionably a major driving force in the book, and history shows that the Jazz Age was a period of irrational speculation that culminated in the 1929 crash. Does the money-versus-morals archetype presented in the novel offer any lessons for the current generation? Fitzgerald demonstrates how having money seldom leads to happiness and can even cause more problems.

Next, students should add one to three sentences that further elaborate on their ideas regarding the thesis topic. "Check your comments to make sure they don't just restate the thesis or make an unsupportable assertion that needs to be proven."

Direct students to the four attention-getter strategies (quotations, statistics, and real and hypothetical situations) that were previously discussed. Explain: "While it is not advisable to reword the same information and technique, it might work well if the attention-getter content is hinted at in a different structure."

"If the introduction contains a hypothetical scene, the clincher could utilize a transitional phrase to remind the reader of the previous scene before adding a few more dialogue or descriptive lines to illustrate how the scene might play out. Alternative methods of closing a deal include employing a metaphor, combining a statistic with a rhetorical question, or even rewording a well-known saying or quote."

This serves as an illustration of the debate over charitable donations:

It is not a matter of "to be charitable or not to be charitable." The question at hand is "To recognize or not recognize humanity."

Now is the time to have students complete their introduction from Lesson 2 with a conclusion. It just takes a single clincher. Subsequently, assign students to switch papers so that they can verify that each component is present by marking the margins and giving comments on how well the ideas, strategies, and sentence structures work. The following components need to be labeled and tested for efficacy:

thesis and preview reworded (or divided thesis)
final remarks
a clincher
substituting words, phrases, or synonyms while inverting the syntax in a rephrase.
"To sum up, create a unique metaphor for a conclusion (like a mirror) or create a visual graph or picture illustrating the similarities and differences between an introduction and a conclusion." Give this to your students in small groups of four or five, and then present one to the class from each group. Describe each metaphor or image's effectiveness.

Extension:

It is possible to encourage students to model multiple clinchers.
Students might require more practice developing their paraphrasing skills. Give arbitrary quotes from articles, books, stories, or newspapers. A thesis is not necessary.
Students can examine the structure and strategies used in conclusion writing by reading editorials from newspapers, magazine features, or different types of essays. Students should also think about how each piece's language relates to and alludes to its intended audience.