English: Conjunctions
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This document provides information about conjunctions. It begins by asking the reader to recall what conjunctions are and has students write their answers on whiteboards. It then lists the learning objectives as being able to identify and recognize conjunctions, and to use conjunctions to improve sentences. The document provides examples of common conjunctions like "and", "but", and "or" and how they can be used to join sentences or show differences. It highlights exercises for students to identify conjunctions in sentences and uses conjunctions to join sentences. The document emphasizes using a variety of conjunctions to improve writing and provides tips and a rhyme to help remember conjunctions. It discusses assessment criteria and has students complete tasks to develop portfolios for famous
English: Conjunctions
- 2. Recall previous knowledge: What are conjunctions? ANSWER! Write your answers on the mini-whiteboards.
- 3. Conjunctions Learning objectives: Reading: Writing: To identify and recognise conjunctions To use conjunctions to improve sentences
- 4. Conjunctions A conjunction is a word which joins together two single words or two groups of words. You can use and, or but to join sentences Use ‘and’ to link similar things Doris jumped over a dog. Boris jumped over Doris. Doris jumped over a dog and Boris jumped over Doris.
- 5. Conjunctions Conjunctions A conjunction is a word which joins together two single words or two groups of words. You can use and, or but to join sentences Use ‘but’ to show differences or opposites. Mum likes sunbathing. Dad prefers bungee jumping. Mum likes sunbathing, but Dad prefers bungee jumping.
- 6. Can you spot and underline the conjunctions in the box below? Phil and Grant could not get into the house because they had lost their keys. They would have to wait outside in the street until their mum came home at 6.30. Phil thought he could climb through the bedroom window although this was not a good plan because they didn’t have a ladder. or but because either while neither so only when yet although therefore until
- 7. Can you use a conjunction from the box below to make the two sentences into one? Mrs Hyde stayed home. She was not well. Egor likes moon walking. His brother prefers swimming. It was snowing. We made a snowman. I could have coffee. I could have tea. I have an appointment with Dr Jekyll. I have broken my toe. or but because either while neither so only when yet although therefore until
- 8. Conjunctions The most over-used conjunctions are: and, but, because, then, so. Improve your writing skills and marks by choosing a variety of conjunctions that will make your writing more interesting. as, where, until, although, after, before, since, though, while, when, whereas, yet, or, whether, unless, if, for. Four tips to help you remember: 1) 2) 3) 4) Lines one and two rhyme Lines three and four rhyme In the four lines, the numbers of words go 4-4-5-4 The starting lines are: a-a-w-w.
- 9. Can you use a conjunction from the box below to make the two sentences into one? 1 2 3 4 5 6 I have improved my reading skills. They could still be much better. I have kept to all my deadlines. My punctuality has been excellent. Next term I would like to improve writing skills. Overall I think I am working well. I need to continue practising my speaking and listening skills. I am still quite slow responding. One of my weaknesses is punctuality. I do try to be on time. Meeting deadlines is one of my strengths. It shows that I am committed to my work. as, where, until, although, after, before, since, though, while, when, whereas, yet, or, whether, unless, if, for.
- 10. Some sentences could be joined with either ‘and’ or ‘but’ … however, the meaning will change slightly so be careful which one you choose. The rhyme above contains 17 conjunctions. Learn it! Use them in your writing. Assessment criteria: Miss Marks The Examiner Write in complete sentences Understand that sentences can be developed by expanding information around the subject, object, and verb. Understand that longer sentences may need conjunctions and connectives to link different parts together Ws/E3.1
- 11. Project Task: Session 1 You are the agent for a famous person you are studying, it is your job to develop a portfolio for him or her that will help them showcase specific skills and accomplishments to potential employers. This task is a twist on the traditional biography project: research a famous person to create a digital portfolio showcasing this individual’s skills and achievements. In your team discuss Sir Winston Churchill and generate questions about his life. Then discuss your ideas on how this information might be organised. Using a web graphic organiser discuss how categories can be used to summarise a person’s life achievements. Session 2 Categories to include in their biographical portfolios: General Information, Major Contributions, Challenges and Obstacles, Unique Aspects and Geographic Region Teams to research a famous person and develop a portfolio. Discuss what you already know about this person, as well as things you do not know but want to learn. Once the research and writing are complete, you should consider how to design the portfolio to represent and reflect their individual. Design a storyboard for the layout of the individual’s portfolio. Session 3 Upload to Glogster , share and present your portfolio to your group
- 12. Peer Assessment Look back through the writing. Write a list of all the things you thought the other team did really well. Include things linked to the objectives, but also include things that were not. Write a list of everything the team did right. Give examples.
- 13. Objective Traffic Lights How do you feel about the lesson objectives? Red = don’t think I have grasped this Amber = feeling OK about this, have just about got there Green = Confident I have achieved this
- 14. Exit Pass ANSWER! Question: What are connectives? Write your name and answer on a Post-it note deposit in the exit box on your way out No exiting if you haven’t got a pass!