Subject: English

Date: July 12th, 2016

Level: form 1
Topic: Parts of Speech
Sub-topic: coordinating conjunctions
Content Standard:
No. 18 Identify and use conjunctions.
Learning Outcome:
18.1 Identify and use coordinating, subordinating, and correlative conjunctions
Materials: You tube music video: Conjunction Junction, Charts with definition of Conjunction,
list of Coordinating Conjunctions and Punctuation rules, audio clip of Song: Conjunctions: Katie
Perry Fireworks Parody , whistle, color coded ‘C’ papers, strips of papers with different
sentences, ballot box with coordinating conjunctions papers
Time: 50 minutes
Reference:
1. Simmons, R. (1997). The Coordinating Conjunction. Retrieved from:
http://www.chompchomp.com/terms/coordinatingconjunction.htm
2. Jaspar, M. (1996). Your Dictionary: Coordinating Conjunctions. Retrieved from:
http://grammar.yourdictionary.com/parts-of-speech/conjunctions/coordinating-
conjunctions.html
3. Sanders, J. (July 7, 2010). English Matters: Student’s Book 1. Macmillan Caribbean. Pg.
27
Previous Knowledge: Students can define and identify conjunctions in a sentence.
Objectives: Having discussed the types of coordinating conjunctions, students will be able to:
1. List the coordinating conjunctions.(remembering)
2. Select the appropriate coordinating conjunction to connect words, phrases or clauses.
(applying)
3. Analyze sentences with coordinating conjunctions to punctuate them appropriately.
(analyzing)
4. Compose sentences using coordinating conjunctions appropriately.(creating)

Content:
DEFINITIONS:
And, but, for, nor, or, so, and yet—these are the seven coordinating conjunctions. To remember
all seven, you might want to learn one of these acronyms: FANBOYS, For, And, Nor, But, Or,
Yet, So
 For - Explains reason or purpose (just like “because”)
I go to the park every Sunday, for I love to watch the ducks on the lake.
 And - Adds one thing to another
I go to the park every Sunday to watch the ducks on the lake and the shirtless men
playing soccer.
 Nor - Used to present an alternative negative idea to an already stated negative idea
I don’t go for the fresh air nor really for the ducks. Honestly, I just like the soccer.
 But - Shows contrast
The soccer in the park is entertaining in the winter, but it’s better in the heat of summer.
 Or - Presents an alternative or a choice
The men play on teams: shirts or skins.
 Yet - Introduces a contrasting idea that follows the preceding idea logically (similar to
“but”)
I always take a book to read, yet I never seem to turn a single page.
 So - Indicates effect, result or consequence
I’ve started dating one of the soccer players, so now I have an excuse to watch the game
each week.
Coordinating conjunctions connect words, phrases, and clauses. Look at the examples that
follow:
EG. Words: The bowl of squid eyeball stew is hot and delicious.
EG: Phrases: Rocky terrorizes the poodles next door yet adores the German shepherd across the
street.
EG: Clauses: I hate to waste a single drop of squid eyeball stew, for it is expensive and time-
consuming to make.
PUNCTUATION
Three patterns in writing use coordinating conjunctions. Add commas when required.
 Pattern 1 — Connecting two main clauses
When you connect two main clauses with a coordinating conjunction, use a comma. The pattern
looks like this:
Here is an example:
My dog Floyd sleeps on the bed, and my cat Buster naps in the bathtub.
 Pattern 2 — Connecting two items
You can also use a coordinating conjunction to connect any two items or phrases. These items
can be any grammatical unit except main clauses. The pattern looks like this:
Here are some examples:
My cat Buster has beautiful blue eyes but a destructive personality.
 Pattern 3 — Connecting three or more items in a series
When you have three or more items in a series, you generally use a comma before the
coordinating conjunction. The pattern looks like this:
Here is an example:
Swatting olives off the kitchen counter, dragging toilet paper streamers through the house,
and terrorizing Jacques Cousteau, the parakeet, have consumed another of Buster's days.
Skills:
1. Listening attentively for information
2. Critically thinking in selecting appropriate conjunction and punctuation
3. Constructing sentences with coordinating conjunctions
Attitude(s):
Appreciation for the use of coordinating conjunctions and their importance in a text.
Introduction
Phase 1:
1. Students will listen to “Conjunctions: Katie Perry Fireworks Parody” and will then be
asked to identify what part of speech was being described, the definition of the part of
speech and some examples given in the song.
2. Students will then be asked to share the part of speech, definition they heard and some
examples mentioned- each example will be written on the board for reference.
3. Teacher will then place the chart of definitions on the board and will ask students to read
the definition of coordinating conjunctions.
4. Through probing techniques, teacher will elicit which examples of conjunctions written
on the board fall under the coordinating conjunction examples.
5. Teacher will play the music video “Conjunction Junction” and will ask students to
identify the function of coordinating conjunctions, write all the examples given and
different things that were joined in the music video.
6. Teacher will explain that all of the coordinating conjunctions have a different
role/function and that they can be used to join different things.
7. Using student’s response about the function and examples given in the video, teacher will
explain to students that the lesson will be based on coordinating conjunctions: the
functions and use of all of the conjunctions and how to use them in sentences.
(FANBOYS will be used to enhance student’s remembrance of the conjunctions)
8. Each student will select a ‘C’ shaped paper from a bag, (these papers are color coded and
pre-numbered, and a sample is already placed at different parts of the classroom).
9. Teacher will inform the class that she will blow the whistle once and students are to move
quickly and quietly to their group according to their selection.
Development:
Phase 2
1. Using strips of paper with different sentences, the teacher will assign students to read
the sentences aloud and determine what the conjunction is used for.
2. During the explication, teacher will be using prompting technique to assist students in
brainstorming to find the function of the conjunction and when the comma is required
to join words, phrases, or clauses. Sample questions: Why does sentence 1 has a
comma before the conjunction and sentence 2 does not have any comma?, Why is
‘but’ used in sentence 4 instead of being used in sentence 3?
3. After explication, each group will be given a worksheet of 10 sentences for them to
select the correct coordinating conjunction and insert commas where needed.
Phase 3:
4. Teacher will inform the class that they have 15 minutes to complete the task and she
will blow the whistle twice to indicate time has elapsed. Teacher will be walking
around providing assistance and ensure task is being completed.
5. After 15 minutes, teacher will blow the whistle twice and through random selection,
teacher will select a presenter from each group to share their response. Teacher will
engage in discussion after each presentation to clarify doubts or misconceptions and
enhance understanding.
Closure:
6. Teacher will summarize the concept of coordinating conjunctions- their functions and
punctuation, and provide different examples through probing technique. Teacher will
allow students to share their own examples and make corrections if necessary.
Conclusion:
Phase 4:
1. Teacher will distribute materials (newsprint, markers, tape) and have one student
select a paper from a ballot box. (the paper will contain a coordinating conjunction
and a pattern in writing to use the conjunction)
2. Each group will be asked to write a sentence using the coordinating conjunction
received and using the pattern in writing assigned. They will be asked to display their
sentences to the class.
3. The student with the number three on their letter ‘C’ will explain the sentence by
giving the function of their received coordinating conjunction and the reason why
they placed or not placed comma(s) depending on the pattern in writing they received.
4. Teacher will further elaborate on the function and pattern in writing when using
coordinating conjunctions.
Phase 5:
1. Different volunteers will explain the function of each coordinating conjunction and
when to place or not to place the comma(s).
2. Looking back at the examples they wrote from the video in the introduction, students
will be asked to identify why the coordinating conjunction was used and to determine
whether they would need to place comma(s) if they used them in sentences.
Extended Activity:
Students will work individually to select a topic and write a paragraph using all of the
coordinating conjunctions ‘FANBOYS’.
Evaluation:

Strengths Areas of Improvement

Teacher

Students

Follow-up Activities