Teacher: Christie Lozano Date: March 17, 2014

Subject Area: Language Arts Grade Level: 4th Grade

TEKS: §110.15-4.20.A.vii. “Conjunctions”
Estimated Time: 1 Hour
Objective: Students will be able to use and understand Coordinating, Subordinating, and Correlative
Conjunctions in their Reading, Writing, and Speaking.
Materials:  Coordinating Conjunctions (FANBOYS) Chart
 Subordinating Conjunctions (AAAWWUBBIS) Chart
 Subordinating Conjunctions PowerPoint
o Subordinating Conjunctions Game Worksheet
 “Using Your Subordinating Conjunctions” Worksheet
 Pencils
 Projector
 Blue Pens
 SmartBoard
Anticipatory Set:  Review Coordinating Conjunctions chart.
 Introduce Subordinating Conjunction chart.
Instructional  Explain to students about the difference between Coordinating and Subordinating
Delivery: Conjunctions.
o The difference is the way the comma is used.
 Coordinating Conjunction: Mya wanted to go to the store, and she
wanted to go to the mall. (Comma before coordinating conjunction
in between sentences).
 Subordinating Conjunction: Brooklyn went to the store while her
mom stayed home. (Comma is not used in between sentences
unless the subordinating conjunction is used in the beginning of the
sentence.
 Inform students they are going to play a game similar to the “Coordinating
Conjunction” game.
 Remind students of the following:
o keep the voice level low while playing the game,
and
o work together in groups to find the answer.
 Have paper passers pass out the “Subordinating Conjunctions Game” worksheet.
o Once every student has a worksheet the game may begin.
Model:  Read aloud the first question to the students.
 Give the groups two minutes to discuss their answer and mark their answer on the
“Subordinating Conjunctions Game” worksheet.
 Choose one person from each group to be a spokesperson.
 Once everyone has given an answer, you can reveal the answer to the class.
o If they get the answer wrong, they have to circle the correct answer in blue
pen.
Check for  Ask the students to discuss for two minutes as to why they got the answer wrong.
Understanding:  After the two minutes, ask one student why they got the answer wrong. Then read
the provided explanation on the PowerPoint.
 Continue the game and read the questions aloud to the students.
Guided Practice  Give students two minutes to discuss the answer as a group.
 While they are discussing the answer, the teacher will walk around to assist
students if needed.
 For the Mix and Match portion of the game, have the spokesperson from each
group provide an answer, and draw a line from the Conjunction to the Definition
on the SmartBoard. (Remind students to be extremely careful with the
SmartBoard).
 Once the game is over, ask the students to turn in their worksheets and the paper
collectors will collect the worksheets.
Independent  Have the paper passers hand the “Using Your Subordinating Conjunction”
Practice: worksheet out to each student.
 Each student is to choose five subordinating conjunctions.
o For each subordinating conjunction, the students are to write two sentences
(one sentence using a comma, another sentence not using a comma).
Closure:  Review the Subordinating Conjunctions and their definitions.
 Reiterate and stress the differences of how a comma is used between Coordinating
Conjunctions and Subordinating Conjunctions
o Use students’ sentences as an example.
Modifications: GT Students: Create sentences using the Subordinating Conjunctions and descriptive
verbs as well.

SPED Students: Extra time on assignments. Repetition of questions and answers.

Assistance with completion of assignments.