September 2, 2017
|
By Maggie Knutson

Lesson plan

Functions of Conjunctions

(3 ratings )
Download lesson plan
GradeSubjectView aligned standards

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

  • Students will be able to identify clauses and use conjunctions to combine them into more complex sentences.

  • Students will be able to repair run-on sentences using conjunctions.
(5 minutes)
  • Recruit two student volunteers to come to the front of the room and hold up the run-on sentence strip.
  • Read it as a class.
  • Conduct a think-pair-share about this sentence. What do students notice?
  • Share out student thoughts. Students should notice that the sentence doesn’t really make sense, or that it reads awkwardly, as if something is missing.
(10 minutes)
  • Explain that this sentence is what we call a Run-on sentence.
  • Distribute the Gluing Words: Coordinating and Subordinating ConjunctionsWorksheet
  • Go over the information on the sheet, explaining that conjunctions are like glue. They are the connecting pieces that combine two thoughts in a sentence. The bigger pieces in the sentence are Clauses— a group of words that represent a complete thought. A complete thought (or sentence) has a subject and a predicate. That means you can identify a “who” or “what,” and a “what about it?"
(15 minutes)
  • As a class, generate two clauses and fill them in together on the worksheet activity.
  • Have students generate two clauses of their own and add them to the sheet. Share out briefly.
  • Explain that, by using coordinating and subordinating conjunctions, you can make new, more complex sentences out of simple clauses.
  • As a class, make two new sentences, using the clauses and conjunctions listed on the sheet.
  • Touch back on the idea of run-on sentences. Explain that by understanding how conjunctions work, you can take two clauses that make up a run-on and use the conjunctions to glue them together.
  • Distribute the Conjunctions: The Cure for Your Run-onsWorksheet
  • Call students’ attention to the lists of conjunctions on the sheet.
  • Take out the original sentence strip and conjunction cards.
  • Invite students to consider how they could use a conjunction to glue the two clauses together so that the sentence makes sense.
  • Share student suggestions by tearing the run-on sentence strip so that the two clauses are divided. Insert conjunctions to reconstruct the sentence.
(10 minutes)
  • Have students complete the worksheet by revising the five run-on sentences provided using conjunctions.

Support:

  • Provide clauses and conjunctions on sentence strips and allow students to manipulate them as sentence building blocks.

Enrichment:

  • Have students locate complex sentences that utilize conjunctions in their independent reading books. Instruct them to write them on the board and analyze them as a class.
(5 minutes)
  • Select two of the student-generated clauses from the first worksheet. Instruct students to combine them using a conjunction on the back of their worksheet.
(5 minutes)
  • Discuss: What would happen if we didn’t have conjunctions? How would our writing be different? What challenges would we face as writers?

Add to collection

Create new collection

Create new collection

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely

What could we do to improve Education.com?

Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues.

What would make you love Education.com?

What is your favorite part about Education.com?