©2017 Anna DiGilio

©2017 Anna DiGilio

Grammar: Conjunctions (2 Lessons)

o  We can define what a conjunction iso  We understand what a simple, compound,

and complex sentence iso  We can use coordinating conjunctions to

connect words and sentences.o  We can write sentences using conjunctions

o  Mentor-text –But and For, Yet and Nor: What is a Conjunction? By Brian Cleary

o  chart papero  anchor chart pieceso  sentence stripso  glue bottle conjunctionso  pocket charts

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1.  Before reading the story, ask your students what they think about this sentence: John is hungry. Ask: Is this a sentence? How do you know? What makes it a sentence? Is this a GOOD sentence? (It is a sentence, but it is kind of boring.) Ask: Can someone take this sentence and make it JUICY? (I call detailed sentences “juicy sentences.”) Ask if someone can add on to this sentence. Chart down responses from your students on chart paper.

2.  Tell your students that there are different kinds of sentences. There are simple sentences, compound sentences, and complex sentences. Today we are going to work on simple and compound sentences. WRITE: A simple sentence is a complete thought that has a subject and a verb (also called an independent clause). Write: John is hungry. A compound sentence includes TWO independent clauses that are JOINED together with a coordinating conjunction. Write: John is hungry, so he made himself a sandwich. This is a compound sentence. Write: A coordinating conjunction joins phrases or sentences (clauses) together.

3.  Tell the students you are going to read a story called, But and For, Yet and Nor: What is a Conjunction? Read the story and have a discussion about the conjunctions in the book.

4.  Glue the letters for FANBOYS going down the left side of your chart paper. Tell the students that a really easy way to remember coordinating conjunctions is by using the FANBOYS acronym. Write the word FOR next to the F, AND next to the A, NOR next to the N, BUT next to the B, OR next to the O, YET next to the Y, and SO next to the S. Explain that these are coordinating conjunctions that we can use to make a compound sentence.

WRITE: Simple Sentence, Simple Sentence on your chart paper.

5.  Write some sentence starters on the chart paper and have the students turn and talk to a partner to finish the sentence. Then, ask a few students to share their compound sentences with the class and write them on the chart.

FANBOYS

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6. The teacher taught the lesson, and.... The students had indoor recess, so... , Cindy must study, or...,Jill didn’t like ice cream, nor.... , I called my sister, and ...., I asked Steve to play, but..., He asked for a candy bar, but..., Liam will not eat broccoli, nor..., I do not like throwing out food, for..., It is a small car, yet..., The weather was cold and rainy, yet...

7. Now that you practiced with a few coordinating conjunctions, group 3-5 students on your carpetinto each group. Ensure that each group has a pocket chart to display their sentences. I use mybook bins that are on TOP of my bookshelves to hold my pocket charts in place around the carpet.Or, you can attach your pocket charts around your classroom for the students to use. I like tokeep them contained on the carpet, so that it is easy get them back to the whole group.

8. {GUIDED PRACTICE}: Give each group of students a set of sentence strips and glue bottles. Have the students work together to figure out which sentences go together and which conjunction can join the sentences together. They must also WRITE a comma where it belongs and fix any letters that need to be changed to lowercase letters. Explain to the students that they must ALL agree on the conjunction that is used. (NOTE: When you are copying the sentence strips, I suggest copying each set of sentence strips on different colored cardstock so that you know which sentences belong together in a group and so you can easily differentiate the sentences for the following year’s lesson.) Give students 5-8 minutes to create their sentences using the conjunctions.

9. Allow each group of students time to share their sentences and discuss whether or not eachsentence makes sense with the chosen conjunction.

10. {INDEPENDENT PRACTICE}: After the guided practice, show the students the Conjunctions Mini-Book. Give the students directions for each page and MODEL how to complete each page. You caneasily differentiate this mini-book by telling certain groups of students what is expected of them.For struggling learners, ask them to choose 2 conjunctions and write one sentence for eachconjunction. For your on-level or advanced students, you can decide if they must use all/some ofthe conjunctions (FANBOYS) in their mini-books.

Grammar: Conjunctions

YouTubeVideoonConjunc/ons(Clickhere)

©2017 Anna DiGilio

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Grammar: Subordinating Conjunctions {LESSON 2}

o  We can define what a conjunction iso  We understand what a simple, compound,

and complex sentence iso  We can use subordinating conjunctions to

connect dependent and independent clauses

o  We can write complex sentences using subordinating conjunctions

o  pocket chartso  anchor chart pieceso  laminated sentence stripso  dry erase markerso  Interactive Notebook activity

1.  Review the prior day’s lesson on Simple and Compound sentences using Coordinating Conjunctions. Have a few students come to the chart paper and demonstrate HOW we use conjunctions in a sentence or you can “share your pen” with the students and you can create compound sentences together.

2.  Refer back to the prior day’s lesson anchor chart on Simple and Compound Sentences. Explain that today we are going to work on Complex Sentences using a different type of conjunction. Today we will use subordinating conjunctions.

3.  Write: A Complex Sentence is a type of sentence that has an independent clause and a dependent clause. An Independent Clause is a complete thought and can stand alone as a sentence. A Dependent Clause is a group of words with a subject and a verb, but it is not a complete thought and cannot stand alone as a sentence.

4.  Write: Because he was thirsty on the chart paper. Ask: Is this a complete thought/sentence? (no) Write: John drank a glass of lemonade. Ask: Is this a sentence/complete thought? (yes) Ask a student to put these two sentences together starting with the word because. Because he was thirsty, John drank a glass of lemonade. Say: Because he was thirsty is called a dependent clause because it is not a sentence by itself. It has to DEPEND on the independent clause. Say: John drank a glass of lemonade is an independent clause because it can stand by itself as a sentence. Ask: Who thinks they know what the conjunction is in the sentence? (because)

5.  Tell the students that a complex sentence uses a subordinating conjunction. Subordinating conjunctions are words that connect dependent clauses to independent clauses.

6.  Display the AAAWWUUBBIES chart. Tell the students that it’s not as easy as remembering FANBOYS, but it can help. I pronounce it, a – wub – ees. Write each subordinating conjunction next to each letter with ellipses and a comma to show where the rest of the sentence is written.

7.  A Complex Sentence is written: Independent Clause + Dependent Clause OR Dependent Clause, + Independent Clause.

8.  Display the sentences on your pocket chart, or write them on your chart paper. Read through each sentence together. Ask: Which part of the sentence is the dependent clause? Write a D over the dependent clause. Ask: Which part of the sentence is the independent clause? Write an I over the independent clause. Ask: What is the subordinating conjunction? Write SC over the conjunction.

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9.  {GUIDED PRACTICE}: Now, hand out the sentence starters and sentence enders and group the students together on the carpet in groups of 3-5 students. Give each group of students a dry erase marker and laminated sentence strips. Tell the students that they have to work together and each add words (either a dependent clause or an independent clause) to the sentence to help it make sense. Then write a D, I, and SC above the words to label the dependent clause, independent clause and subordinating clause.

10.  Give students 7-9 minutes to work as a group. After they finish, allow each group of students the opportunity to share their sentences.

11.  {INDEPENDENT PRACTICE}: Explain to the students that they will practice using subordinating conjunctions in sentences and labeling the dependent and independent clauses using an interactive notebook template. Allow students the option to choose their own conjunctions on the blank page or you can use the prefilled option.

Grammar: Subordinating Conjunctions

YouTubeVideoonConjunc/ons(Clickhere)

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