English lesson plan · 3rd grade (Year 4 in England) · 60 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 · 6 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 / but / or / so) → 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. The film was long, ___ it was exciting. (because / so / unless / but) → butPrompt: Read the two parts of the sentence. How are they linked?
- 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, but I felt cold. / I forgot my coat or I felt cold.) → I forgot my coat, so I felt cold.Prompt: How are the two ideas connected? Adding? Different? Because of?
Hook · 6 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 · 12 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 · 12 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. Wait here ___ the bell rings. (so / because / although / until) → untilPrompt: How are the two ideas linked? Time, reason, condition or contrast?
- Which word is the subordinating conjunction? The class cheered after the robot crossed the line. (crossed / cheered / after / robot) → afterPrompt: Find the word that joins two parts of the sentence.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which word is the subordinating conjunction? Before the film started, we bought popcorn. (film / bought / started / Before) → BeforePrompt: Find the word that joins two parts of the sentence.
- Choose the conjunction that makes the best sense. The ice cream melted ___ the sun was so hot. (although / until / because / unless) → becausePrompt: How are the two ideas linked? Time, reason, condition or contrast?
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