# Functions of Conjunctions

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• 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.
• 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?

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