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

Conjunctions: coordinating and subordinating

Grammar

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

Objective and success criteria

Students will: Conjunctions: coordinating and subordinating.

  • 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 words: and, but, or, because

Leads to: Correlative conjunctions and interjections; Simple, compound and complex sentences; Combining sentences

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 words: and, but, or, because). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the joining word that makes the most sense. The dog is big ___ friendly. (because / and / or) → andPrompt: Read the sentence with each word.
  2. Choose the joining word that makes the most sense. We wore coats ___ it was cold. (because / or / but) → becausePrompt: Read the sentence with each word.
  3. 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.

Hook · 3 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: Conjunctions: coordinating and subordinating. 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 most sense. You can't watch TV ___ you have tidied your room.
  • Step 1: Conjunctions link clauses and show how the ideas connect: cause, time, condition or contrast.
  • Step 2: Put it back into the sentence and read it aloud: "You can't watch TV until you have tidied your room."
  • Step 3: So the answer is: until
  • Answer: until
  • 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 most sense. We stayed indoors ___ it was pouring with rain. (unless / although / because / so) → becausePrompt: Read the two parts of the sentence. How are they linked?
  2. Which word or phrase is the subordinating conjunction? Since it was sunny, we went to the beach. (sunny / went / beach / Since) → SincePrompt: A subordinating conjunction starts a clause that cannot stand on its own.

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 conjunction that makes the most sense. I will lend you my bike ___ you look after it. (if / until / but / although) → ifPrompt: Read the two parts of the sentence. How are they linked?
  2. Which word or phrase is the subordinating conjunction? The cat hid because the dog barked. (because / hid / dog / barked) → becausePrompt: A subordinating conjunction starts a clause that cannot stand on its own.

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 words: and, but, or, because.
  • 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: Correlative conjunctions and interjections; Simple, compound and complex sentences; Combining sentences.
  • 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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Conjunctions: coordinating and subordinating

Name

Date

Score/ 6

  1. Question 1

    Which word or phrase is the subordinating conjunction? She smiled when she saw the cake.

    • A. saw
    • B. smiled
    • C. cake
    • D. when

  2. Question 2

    Choose the conjunction that makes the most sense. I have been happy ___ I got my puppy.

    • A. since
    • B. unless
    • C. so
    • D. although

  3. Question 3

    Which word or phrase is the subordinating conjunction? Although it was late, we kept playing.

    • A. playing
    • B. late
    • C. kept
    • D. Although

  4. Question 4

    Choose the conjunction that makes the most sense. We stayed indoors ___ it was pouring with rain.

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

  5. Question 5

    Which word or phrase is the subordinating conjunction? You can stay up late as long as you are quiet.

    • A. as long as
    • B. late
    • C. quiet
    • D. stay

  6. Question 6

    Choose the conjunction that makes the most sense. Put the milk back in the fridge ___ you have finished with it.

    • A. when
    • B. although
    • C. or
    • D. unless

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Answer key: Conjunctions: coordinating and subordinating

  1. 1. D. when

  2. 2. A. since

  3. 3. D. Although

  4. 4. D. because

  5. 5. A. as long as

  6. 6. A. when