English lesson plan · 3rd grade (Year 4 in England) · 45 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 · 5 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.
- Choose the best joining word. My bike had a flat tyre, ___ Dad fixed it. (and / or / so / but) → soPrompt: and adds, but shows a surprise or a difference, or gives a choice, so shows a result.
- Choose the conjunction that makes the most sense. I have been happy ___ I got my puppy. (since / although / unless / so) → sincePrompt: Read the two parts of the sentence. How are they linked?
- Which is the best way to join the two sentences? The film was long. It was very funny. (The film was long, so it was very funny. / The film was long, but it was very funny. / The film was long or it was very funny.) → The film was long, but it was very funny.Prompt: How are the two ideas connected? Adding? Different? Because of?
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the conjunction that makes the best sense. Take an umbrella ___ it rains later. (although / in case / because / until) → in casePrompt: How are the two ideas linked? Time, reason, condition or contrast?
- Which word is the subordinating conjunction? I will call you when I get home. (when / call / home / you) → whenPrompt: Find the word that joins two parts of the sentence.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- You can borrow my bike if you bring it back. What does "if" show here? (time / reason / condition / contrast) → conditionPrompt: Ask: is it about WHEN, WHY, WHAT IF, or a SURPRISE?
- Which word is the subordinating conjunction? I will call you when I get home. (when / call / you / home) → whenPrompt: 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