Beacon Lesson Plan Library

Monumental Conclusions

Shelley Mann
Santa Rosa District Schools


Children's literature is used to search and model the art of monumental conclusions. Student written conclusions will be presented in PowerPoint presentations.


The student reads and organizes information (for example, in outlines, timelines, graphic organizers) throughout a single source for a variety of purposes (for example, discovering models for own writing, making a report, conducting interviews, taking a test, performing a task).

The student interacts with peers in a variety of situations to develop and present familiar ideas (for example, conversations, whole group interactions, discussions).

The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to group discussions, informational or dramatic presentations).


-One picture book per student (from student selection at library during lesson)
-Student writing samples on overhead transparencies
-Overhead projector
-Pencil, paper
-PC workstation with PowerPoint software


1. Find sample of children's literature (picture books) which has a monumental conclusion--a conclusion which “leaves the reader gasping.”
2. Prepare 3-5 transparencies of student writing samples which do not have monumental conclusions.
3. Schedule library time for the class to check-out picture books that are examples or non-examples of monumental conclusions.
4. Schedule computer time for students to prepare PowerPoint presentations.


This lesson is designed to make a dramatic and memorable impression on the students' recognition of, value for, and usage of monumental conclusions.

A lesson in PowerPoint is required.

1. Teacher reads aloud a particularly compelling picture book that has an ending which stirs an emotional response in the listener.

2. Teacher directs class discussion on what made the book extraordinary, pointing the students to the dynamic of the “monumental conclusion.”

3. Teacher shows student samples (on overhead projector) and leads class discussion on what could be done to improve the writing's conclusion.

4. Class convenes to media center where students search for picture books with monumental conclusions.

5. Upon return to class, students share finds.

6. Teacher summarizes components of monumental conclusions.

7. Students are assigned PowerPoint presentation activity. Teams of two are to create two slides. The first slide is titled “Grabless Conclusion.” On this slide the students write an ending which is not monumental. On the second slide, students revise the grabless conclusion and make it a “Monumental Conclusion,” as the page is titled. Teams rotate to the workstation to complete the assignment.

8. Upon completion, the entire presentation is shared with the class.


Each pair of students prepares two PowerPoint slides. One slide is titled “Grabless Conclusion.” The following slide is titled “Monumental Conclusion.” The first slide is a non-example. The second slide shows the students' work in transforming the non-example into a stellar example of a monumental conclusion.


1. Students each receive a copy of an anonymous student sample and attempt to rewrite the ending to make it more monumental.
2. Fourth grade students prepare the PowerPoint presentation for third grade students as a learning tool. Teams of students travel to third grade classrooms to show and explain the concept of “monumental conclusions.”
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