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English lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Subordinating conjunctions: when, if, because, although, until

Grammar

CCSS L.3.1.HCCSS L.3.1.IEngland: Y3 GPS (subordinating conjunctions)England: KS2 SATs GPS

Objective and success criteria

Students will: Subordinating conjunctions: when, if, because, although, until.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Joining ideas with and, but, or and so; Conjunctions: coordinating and subordinating

Leads to: Main clause or subordinate clause?

Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Joining ideas with and, but, or and so; Conjunctions: coordinating and subordinating). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the best joining word. I was tired, ___ I went to bed early. (and / but / so / or) → soPrompt: and adds, but shows a surprise or a difference, or gives a choice, so shows a result.
  2. Choose the conjunction that makes the most sense. We waited at the bus stop ___ the bus finally came. (because / or / until / unless) → untilPrompt: Read the two parts of the sentence. How are they linked?
  3. Which is the best way to join the two sentences? I forgot my coat. I felt cold. (I forgot my coat, so I felt cold. / I forgot my coat or I felt cold. / I forgot my coat, but I felt cold.) → I forgot my coat, so I felt cold.Prompt: How are the two ideas connected? Adding? Different? Because of?

Hook · 3 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Subordinating conjunctions: when, if, because, although, until. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Choose the conjunction that makes the best sense. We cannot go to the beach ___ it stops raining.
  • Step 1: A subordinating conjunction starts a clause that depends on the main clause and shows how they connect.
  • Step 2: Put it back into the sentence and read it aloud: "We cannot go to the beach unless it stops raining."
  • Step 3: So the answer is: unless
  • Answer: unless
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Choose the conjunction that makes the best sense. ___ it was freezing, Jo went out without a coat. (Until / Because / Although / If) → AlthoughPrompt: How are the two ideas linked? Time, reason, condition or contrast?
  2. Which word is the subordinating conjunction? I will call you when I get home. (home / call / when / you) → whenPrompt: Find the word that joins two parts of the sentence.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. We left the park because it got dark. What does "because" show here? (time / reason / condition / contrast) → reasonPrompt: Ask: is it about WHEN, WHY, WHAT IF, or a SURPRISE?
  2. Which word is the subordinating conjunction? We waited until the rain stopped. (rain / stopped / waited / until) → untilPrompt: Find the word that joins two parts of the sentence.

Watch out for

  • Naming the feature but not using it in their own sentences.
  • Thinking a sentence is right because it sounds right when spoken casually.

Support and stretch

Support

  • Review first: Joining ideas with and, but, or and so.
  • Use concrete materials: sentence strips.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Main clause or subordinate clause?.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Subordinating conjunctions: when, if, because, although, until

Name

Date

Score/ 6

  1. Question 1

    Choose the conjunction that makes the best sense. Plants droop ___ they do not get enough water.

    • A. until
    • B. unless
    • C. if
    • D. although

  2. Question 2

    I wore my coat because it was windy. What does "because" show here?

    • A. time
    • B. reason
    • C. condition
    • D. contrast

  3. Question 3

    Which word is the subordinating conjunction? The class cheered after the robot crossed the line.

    • A. cheered
    • B. after
    • C. crossed
    • D. robot

  4. Question 4

    Choose the conjunction that makes the best sense. ___ the film was long, nobody got bored.

    • A. If
    • B. Until
    • C. Although
    • D. Because

  5. Question 5

    Which word is the subordinating conjunction? Although she was tired, Zara kept dancing.

    • A. dancing
    • B. Although
    • C. tired
    • D. kept

  6. Question 6

    Choose the conjunction that makes the best sense. The ice cream melted ___ the sun was so hot.

    • A. until
    • B. although
    • C. because
    • D. unless

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Answer key: Subordinating conjunctions: when, if, because, although, until

  1. 1. C. if

  2. 2. B. reason

  3. 3. B. after

  4. 4. C. Although

  5. 5. B. Although

  6. 6. C. because