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English lesson plan · 1st grade (Year 2 in England) · 45 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 · 5 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? • likes apples • my sister likes • My sister likes apples. • My sister apples. (likes apples / my sister likes / My sister likes apples. / My sister apples.) → My sister likes apples.Prompt: A sentence needs someone or something AND what they do.
  2. Which one is a complete sentence? • A fox into the woods. • ran into the woods • A fox ran into the woods. • a fox ran into (A fox into the woods. / ran into the woods / A fox ran into the woods. / a fox ran into) → A fox ran into the woods.Prompt: A sentence needs someone or something AND what they do.
  3. Which one is a complete sentence? • a fox ran into • ran into the woods • A fox into the woods. • A fox ran into the woods. (a fox ran into / ran into the woods / A fox into the woods. / A fox ran into the woods.) → A fox ran into the woods.Prompt: A sentence needs someone or something AND what they do.

Hook · 5 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 · 10 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 · 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.
  1. Choose the joining word that makes the most sense. We wore coats ___ it was cold. (or / but / because) → becausePrompt: Read the sentence with each word.
  2. Choose the joining word that makes the most sense. Tom ran fast ___ he did not win. (or / but / and) → butPrompt: Read the sentence with each word.

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.
  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. We wore coats ___ it was cold. (because / but / or) → becausePrompt: 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

eurekami

Joining words: and, but, or, because

Name

Date

Score/ 8

  1. Question 1

    Choose the joining word that makes the most sense. I wanted to play outside ___ it was raining.

    • A. or
    • B. and
    • C. but

  2. Question 2

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

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

  3. Question 3

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

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

  4. Question 4

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

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

  5. Question 5

    Choose the joining word that makes the most sense. I went to bed early ___ I was tired.

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

  6. Question 6

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

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

  7. Question 7

    Choose the joining word that makes the most sense. I like apples ___ bananas.

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

  8. Question 8

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

    • A. and
    • B. or
    • C. but

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

  1. 1. C. but

  2. 2. B. because

  3. 3. C. or

  4. 4. A. or

  5. 5. A. because

  6. 6. B. but

  7. 7. B. and

  8. 8. C. but