Example Conclusion

This paper’s thesis statement:
Because Christmas has been destroyed by commercialism, the day children receive presents should be postponed until January 6 – the day of the Epiphany – in order to bring back Christmas’s original meaning.
 
 
 

reworded thesis

 
Moving the gift-giving aspect of the Christmas season to Epiphany would be a great way to refocus Christians to the real meaning of Christmas. No one would be harmed by this change. Companies and businesses would still make the same amount of money, and Christmas would regain its intended meaning. In order for Christmas to be truly a spiritual holiday, the commercial aspects of the holiday must be pushed back to the Epiphany. The importance of Christmas day should not hinge on the presents found under the Christmas tree.
 

final thought

Middle section: Summing up the body paragraphs

Fri. Sept.28

Students will copy agenda and complete BR.

BR:

What does this quote mean to you? Have you ever had a great idea but never did anything about it? List some goals you want to accomplish.


Agenda:

• Students will turn in grammar review.
• Literary Terms: Students will look up the definitions of important vocabulary in Canterbury Tales.

Hallowed: (adj) Honored as holy
Sundry: (adj) several
Sanguine: (adj) having red complexion
Benign: (adj) gentle, mild
Dainty: (adj) delicately small and pretty
Lecherous: (adj) having or showing excessive or offensive sexual desire
Palfrey: (noun) a docile horse used for riding
Malady: (noun) a disease or ailment
Herald: (noun) an official messenger
Bier: (noun) a movable frame on which a coffin or a corpse is placed before burial
Rancor: (noun) bitterness
Paramour: (noun) a lover
Amorous: (adj) showing, feeling, or relating to sexual desire
Torrent: (noun) a strong and fast-moving stream of water or other liquid
Victual: (noun) food or provisions
Croon: (v) to hum or sing
Lunacy: (noun) the state of being a lunatic; insanity
Coltish: (adj) energetic but awkward
Fetter: (noun) a chain used to restrain a prisoner or person
Lamentation: (n) a passionate expression of grief or sorrow
Sepulcher: (n) a small room or monument, cut in rock or built of stone, in which a dead person is laid or buried.
Sycophant: (noun) a person who acts obsequiously toward someone in order to gain advantage; a servile flatterer.

• Conclusion Paragraph: Students will take notes on the elements of the conclusion body paragraph.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Thurs. Sept. 27

Students will copy the agenda and complete the bell ringer below.

BR: What do you like most about yourself?

Agenda:

• Grammar Review: Students will review all phrases including prepositional, gerund, infinitive, participle phrases, and appositive phrases. Due on Friday.
• Class share: Students will share their paraphrase with class.
• Body Paragraphs: Students will take notes on commentary.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Wed. Sept. 26

Students will copy the agenda and complete the bell ringer below.




BR: What is your favorite book and why?




Agenda:

• Library: Students will continue writing their essay while teacher assists students who have questions.
• Introductory Paragraph Edits: Students will exchange their introductory paragraphs with a partner. Students will edit paragraphs with the assistance of a checklist for editing. 
• Body Paragraphs: Students will take notes on commentary and correctly incorporating direct quotes in their body paragraphs. Students will practice individually with examples provided by the teacher.
• Grammar Review: Students will review all phrases including prepositional, gerund, infinitive, participle phrases, and appositive phrases.

Tues. Sept. 25

Students will copy the agenda and complete the bell ringer below.
BR: Complete the prompt below. What was your worst mistake and what did you learn from it?
My worst mistake was...
Agenda:

• Grammar: Students will be introduced to appositive phrases. Students will complete pages 61-63.
• Body Paragraphs: Students will learn the importance of avoiding plagiarism. Students will take notes on paraphrasing and summarizing. Students will be provided good examples of paraphrasing.Refer to this link for good examples of paraphrasing.
• Individual Work: Students will use their own research, paraphrase, and be prepared to share it in class.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Mon. Sept. 24

Students will copy the agenda and complete the bell ringer below.

BR: List hook suggestions for your introduction paragraph. How will YOU begin your introduction paragraph?

Turn in BR and outlines.

Agenda:

• Grammar: Students will be introduced to infinitive phrases. Complete pages 57-59. Pick up handouts on podium.
• Outline due: Students will turn in outlines. We will have class edits of outlines on projection to ensure students they are doing them correctly and an opportunity to ask questions.
• Intro to Body Paragraphs: Students will take notes for the body paragraphs of their compare and contrast essay.
• Library: Students will continue writing their essay while teacher assists students who have questions.

Friday Sept. 21

BR:

What are the most challenging aspects of starting the compare and contrast essay?

Agenda:

• Students will turn in working thesis statements and work on outlines.
• Introduction paragraph: Students will learn the elements of the introduction paragraph of the compare and contrast essay: hook, building background, and thesis statement. 
• Library: Students will continue research and begin writing the introduction paragraph.