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English lesson plan · 1st grade (Year 2 in England) · 30 minutes

Joining words: and, but, or, because

Grammar

CCSS L.1.1.GEngland: Y1 GPS (joining clauses with 'and')England: Y2 GPS

Objective and success criteria

Students will: Joining words: and, but, or, because.

  • 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: What makes a sentence?

Leads to: Conjunctions: coordinating and subordinating; Joining ideas with and, but, or and so

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 (What makes a sentence?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which one is a complete sentence? • omar fed • Omar fed the ducks. • Omar the ducks. • fed the ducks (omar fed / Omar fed the ducks. / Omar the ducks. / fed the ducks) → Omar fed the ducks.Prompt: A sentence needs someone or something AND what they do.
  2. Which one is a complete sentence? • Played the swings • we played on • On the swings. • We played on the swings. (Played the swings / we played on / On the swings. / We played on the swings.) → We played on the swings.Prompt: A sentence needs someone or something AND what they do.
  3. Which one is a complete sentence? • blew the leaves • The wind blew the leaves. • the wind blew • The wind the leaves. (blew the leaves / The wind blew the leaves. / the wind blew / The wind the leaves.) → The wind blew the leaves.Prompt: A sentence needs someone or something AND what they do.

Hook · 3 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Joining words: and, but, or, because. 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 joining word that makes the most sense. I like apples ___ bananas.
  • Step 1: Conjunctions join ideas. Each one shows a different link between them.
  • Step 2: Put it back into the sentence and read it aloud: "I like apples and bananas."
  • Step 3: So the answer is: and
  • Answer: and
  • 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 joining word that makes the most sense. Sara can swim ___ she can dive. (but / or / and) → andPrompt: Read the sentence with each word.
  2. Choose the joining word that makes the most sense. I wanted to play outside ___ it was raining. (and / but / or) → butPrompt: Read the sentence with each word.

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. Choose the joining word that makes the most sense. I went to bed early ___ I was tired. (or / but / because) → becausePrompt: Read the sentence with each word.
  2. Choose the joining word that makes the most sense. The dog is big ___ friendly. (or / because / and) → andPrompt: Read the sentence with each word.

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: What makes a sentence?.
  • 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: Conjunctions: coordinating and subordinating; Joining ideas with and, but, or and so.
  • 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-1.

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

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Joining words: and, but, or, because

Name

Date

Score/ 6

  1. Question 1

    Choose the joining word that makes the most sense. The cake looked yummy ___ it tasted bad.

    • A. because
    • B. and
    • C. but

  2. Question 2

    Choose the joining word that makes the most sense. Tom ran fast ___ he did not win.

    • A. but
    • B. or
    • C. and

  3. Question 3

    Choose the joining word that makes the most sense. Do you want to paint ___ draw?

    • A. or
    • B. and
    • C. because

  4. Question 4

    Choose the joining word that makes the most sense. We wore coats ___ it was cold.

    • A. or
    • B. but
    • C. because

  5. Question 5

    Choose the joining word that makes the most sense. Sara can swim ___ she can dive.

    • A. or
    • B. but
    • C. and

  6. Question 6

    Choose the joining word that makes the most sense. Would you like milk ___ juice?

    • A. because
    • B. or
    • C. and

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Answer key: Joining words: and, but, or, because

  1. 1. C. but

  2. 2. A. but

  3. 3. A. or

  4. 4. C. because

  5. 5. C. and

  6. 6. B. or