SubordinationExplicit Instruction Lesson

Handouts Warm-up Activity 1 sentences subordinating conjunctions

Transparencies Warm-up Activity 1 sentences subordinating conjunctions train

Materials Index cards Looseleaf paper

Lesson developed by: Sarah Austin, Ashley Capute, Renee Hesson, Stefani Miller, Jane Pruitt

Wicomico County Public Schools

Warm-Up: Consider the following sentences. On your paper, explain any errors you identify.

Cuz I went to the mall.

Cause I got a call on my cell phone.

Activity 1: Here we have two independent clauses.

The “little engine that could” went up the mountain. No one thought it was possible.

Subordinating Conjunctions

after although as as if becausebefore for if once sinceso so that than that thoughttill unless until when wheneverwherever whereas while where whether

Explicit Instruction for SubordinationPRIOR KNOWLEDGE NEEDED:

Students must be able to identify complete sentences, independent clauses and dependent clauses

Students must be able to use coordinating conjunctions correctly

FORMATIVE ASSESSMENTStudents compose original sentences using subordination

EXEMPLARY RESPONSEStudents correctly use subordination with appropriate punctuation.

VSC MATCH3.1.6 Compound various sentence elements (subjects, predicates, modifiers, phrases, clauses) to link or contrast related ideas.2.2.3 Revise and edit text for clarity, completeness, and effectiveness

CLASS OBJECTIVEStudents will identify and use subordination appropriately.

WARM UPConsider the following sentences. On your paper, explain any errors you identify.

Cuz I went to the mall.Cause I got a call on my cell phone.

Ask students: What errors did you identify? Explain the difference between cuz, cause, and because. Also explain that both sentences are dependent and need to be connected to an independent clause using a subordinating conjunction. Provide a list of all subordinating conjunctions. As you review the list, explain the use/function of each. Explain that using a subordinating conjunction makes an independent clause dependent; therefore, the sentences in the warm-up are fragments. They need to be linked to an independent clause.

Explain: Using a subordinating conjunction is like using coordinating conjunctions, but it is more sophisticated. It gives your writing more variety.

ACTIVITY 1: MODEL-I DO-EXPLAIN-MODEL-THINK ALOUDExplain: Here we have two independent clauses.

The “little engine that could” went up the mountain. No one thought it was possible.

Think Aloud: I want to combine these two choppy sentences. What conjunction would best show the relationship here? Looking at my chart, I see the word “although.” That word shows the contrast between the two ideas.

The “little engine that could” went up the mountain, although no one thought it was possible.

orAlthough no one thought it was possible, the “little engine that could” went

up the mountain.

When I create my new sentences using the subordinating conjunction, I must use a comma to separate the two clauses.

ACTIVITY 2: WE DO – STUDENT ENGAGEMENT (GUIDED PRACTICE & CORRECTIVE FEEDBACK)Explain: You and your partner are being given an index card which contains a subordinating conjunction. Create a sentence that uses that subordinating conjunction correctly. Make sure you punctuate your sentence. Write your sentence on a sentence strip to be shared with the class.

ACTIVITY 3: YOU DO—INDEPENDENT APPLICATIONCreate your own sentences using various subordinating conjunctions. Based on the level of the class and time allotted, assign an appropriate number of conjunctions to use.

SUMMARYDiscuss with students how the objective was met. Explain how subordinating conjunctions are used and how their use improves writing.