EL Support Lesson

Conclude a Story

Good storytelling always includes a great ending! Your students will learn academic vocabulary and add their own conclusion to a short story. Use this as a stand-alone lesson or as an introduction to the Write Your Own Ending lesson plan.
This lesson can be used as a pre-lesson for the Write Your Own Ending lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Write Your Own Ending lesson plan.

Students will be able to write a conclusion to a short narrative.


Students will be able to use key vocabulary to discuss and write a conclusion to a short story.

(1 minute)
  • Explain that today students will be writing a conclusion to a short story. Explain that a conclusion is the last part of something or an ending.
(10 minutes)
  • Read the short picture book aloud to students, stopping at the climax of the story to ask students to identify the problem.
  • Ask, "What do you think the conclusion will be?"
  • Read the rest of the story. Ask student volunteers for their thoughts with questions such as:
    • Did the ending surprise you?
    • How could the ending be different?
  • Present the rest of the vocabulary terms. Use visuals as you define each word and allow students to discuss how the visual relates to the new word.
  • Complete a Frayer Model with the students for solution and check their comprehension throughout by asking them to orally repeat the definition or provide examples.
  • Divide students into five groups, each of which to complete a Frayer Model for an assigned tiered vocabulary word.
  • Allow students to create and share aloud their own sentences with the new vocabulary words. For example: "I had a problem with my friend at recess."
(8 minutes)
  • Distribute the What Happens Next? worksheet to students. Project your copy.
  • Explain that this very short story has a problem but the solution is missing. It will be their job to find the problem and write their own conclusion.
  • Ask students to follow along with their fingers as you read the story aloud.
  • Ask students to turn and discuss the following questions with a partner:
    • What is the problem in the story?
    • Why is it a problem?
    • What do you think the solution will be?
  • Project written sentence frames for student reference during partner discussion. For example: "I think the problem is ____ because ____."
  • Gather the whole class' attention. Have student volunteers share the problem and how they know it is a problem, using the sentence frames as references.
(10 minutes)
  • Ask students to work in partnerships to read every other sentence, then tell their partner their plan for their ending before writing.
  • Keep sentence frames projected for student reference.
  • Provide a word bank and circulate the room answering questions.


  • Provide students with definitions in both English and their home language (L1) if they are literate in their home language.
  • Allow beginning EL students to form a small group that works with you.


  • Encourage students to write their own stories complete with an interesting ending.
(3 minutes)
  • Circulate the room during partner work time, informally assessing reading comprehension, listening, and speaking.
  • Collect the What Happens Next? worksheets to review for comprehension, content, and mechanics.
  • Student comprehension and writing abilities should be noted for future small group work.
(3 minutes)
  • Review the problem in the What Happens Next? worksheet as a class.
  • Group sets of partners into groups of four or five so students can share their conclusions.

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