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Lesson Objective
Students will understand how to properly use conjunctions.
Background Information for Teacher
Words in bold are said by the teacher.
Student Prior Knowledge
Student Writing Sample (Step 3)
Student Pages 2a & 2b (Step 3)
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
I would like to show you a sample student’s writing that I think could be much better than what it is. I would like you to help
me think of ways to connect some of the sentences together so the paragraph doesn’t sound so choppy.
Show the writing sample on the Student Writing Sample page. (Step 3)
Read the paragraph aloud so the student can hear the choppiness of it.
What do you notice about this paragraph and how it reads? ◊ Give the student time to answer, guiding them to the choppy sound
of it if necessary.
This paragraph needs some sentence revision. The ideas are all fine, and the student seems to stay on topic without going
off into other directions from the main idea, but the sentences do not have good flow.
Many of the sentences are short, and many of them share similar ideas. For example, look at these sentences: I got a
football. My sister got a soccer ball. What are both of these sentences about? (They are both about what the kids got as
presents from their uncle.)
Some of these conjunctions are used more frequently than others. For example, and, or, and but are used more often than
nor or for.
The word for as a conjunction means something different than its usual meaning. As a conjunction, for has a similar
meaning to because.
Write the following sentences on the board:
My mother told me not to ride my bike in the street. It is too dangerous.
Watch how I join these two sentences with the conjunction for.
Change the sentences so they become one sentence like this:
My mother told me not to ride my bike in the street, for it is too dangerous.
Using for as a conjunction is not as common today as it once was, but it is important to know its function and use as a
conjunction because you will see it used this way in things that you read.
The word yet is also used in a different way as a conjunction than its usual meaning. For example, as a conjunction, yet has
a similar meaning to but.
◊ Write this example sentence on the board: My dog makes me so mad sometimes, yet I still love her.
If I replaced yet in this sentence with but, the meaning would not change. My dog makes me so mad sometimes, but I still
love her.
◊ Change yet to but in the example sentence.
You can see from the example that yet used as a conjunction to join the two ideas together is a lot different than using yet
as in“Are we there yet?”
Now that we know a few conjunctions and what they do, we will work together to finish revising the sentences in the
sample writing we looked at earlier. (return to the Student Sample Writing page
Distribute the following materials: ◊ Independent Practice, Student Page 2a ◊ Independent Practice, Student Page 2b
Now that you have had some practice joining sentences and phrases with conjunctions, you will practice using
conjunctions on your own.
Each student writing sample has some sentences or phrases that need to be joined with a conjunction. Your job is to select
the best conjunction that makes sense and is the best revision for the sentences.
First make your corrections in the paragraph, and then read the questions.
Give the student time to complete both Student Pages.
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Review. Start the next lesson with the game or activity attached below for review so the student can demonstrate
understanding of this lesson before moving forward.
Conjunction Eater (online) game