Use this Study.com lesson to teach your students about types of conjunctions.

Then, have students

practice and apply knowledge by creating short stories.

Learning Objectives
After this lesson, students will be able to:

 define the term 'conjunction'

 identify different types of conjunctions
 list conjunctions within each category
 explain the purpose of conjunctions

Length:
 1 hour

Materials
 Chart paper
 Different conjunctions written on small pieces of paper, one for each student
 A piece of chart paper for each type of conjunction. Hang the labeled pieces of paper in
different parts of the room.

Key Vocabulary
 conjunction
 coordinating conjunction
 subordinating conjunction
 independent clause
 subordinate clause
 correlative conjunction

Curriculum Standards
 CCSS.ELA-Literacy.L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.

 CCSS.ELA-Literacy.SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
Instructions
Connect Students to Learning
 Write a few conjunctions on the board. Ask students to discuss what the words have in
common with a seat partner, then share answers as a class.

Direct Instruction
 Read the Study.com lesson Conjunction: Definition & Writing Examples with your students.
 As you read, emphasize key terms.
 After reading the 'Definition' section, create a chart listing the types of conjunctions, as well
as the definition and examples for each. Include acronyms or other methods of recall.
Discuss similarities and differences.
 Ask:
o What can coordinating conjunctions join?
o Where are subordinating conjunctions found? What is their job?
o How are various conjunctions similar and different?
o Which conjunctions are used most often?
o What would happen if we didn't have conjunctions?

Guided Practice
 With students, review the 'Examples' section of the lesson and the summary.
 Create a flower petal graphic organizer on the board, and instruct students to draw one in
their notebooks. The center of the flower should contain one type of conjunction and
definition, and the petals should contain examples of that type of conjunction. Erase and
repeat the process to create a different flower petal graphic organizer for each type of
conjunction.
 Ask each student to write a sample sentence using the proper conjunction under each flower
in their notebooks. Have students share some of their sentences and check for
understanding.

Activity
 Give each student a piece of paper with a different conjunction written on it. Direct your
students to go stand by the chart paper in the room with the correct label.
 Once assembled, have students work as a group to create an original short story using all
conjunctions on their strips.
 Direct students to work in their notebooks first, then transfer the story to chart paper, leaving
the conjunction blank and making a word bank at the bottom of the page.
 Have students present their fill-in-the-blank conjunction stories, working as a class to find
answers.

Extensions
 Have students develop their own acronyms to help recall conjunctions. Share with the class.
 Using an online application, allow students to create word bombs (a search for 'word bombs'
will reveal many different games). Compare how often different types of conjunctions are
found in text.
FUN GRAMMAR ACTIVITY

Learning grammar has been compared to other fun things, like having teeth pulled or being
assigned detention. But it needn't be a painful experience with these five lessons that help
teach grammar without the hammer! Included: Five fun activities.

Teaching the yearly grammar unit can be like giving a child cough medicine. Some students take it
without flinching; others- those with a mental block about grammar- flinch at the mere mention of the
word.

Teaching grammar has to be one of toughest tasks a teacher faces. We all know that grammar skills
are essential to students' success on standardized tests and college entrance exams, in their ability
to communicate orally and in writing, and in nearly all other areas of life! So the more fun we can
have with grammar—and the more varied approaches we can use to teach it—the more likely our
students are to 'get it.'

This week, Education World is offering a handful of lesson ideas to help you lighten up with
grammar. These lessons help you lessen the pain, if you will.

FIVE LESSONS FOR TEACHING GRAMMAR

Click each of the five lesson headlines below for a complete teaching resource. (Appropriate grade
levels for each lesson appear in parentheses.)

Synonym Scramble
A fun activity reinforces synonyms and builds vocabulary skills. (Grades K-12)

Verb-Adverb Charades
Verbs and adverbs take center stage in this lively activity. (Grades 3-8)

Proper Noun Gallery Walk Activity

A gallery walk activity helps reinforce the concept of proper nouns. (Grades 3-12)

Pair Editing
Students share their edits and then edit solo. Two humorous work are also sheets included. (Grades
3-8)

Parts-of-Speech Tall Tales

Kids write their own fill-in-the-blank tall tales. (Grades K-12)

Great Grammar!
Do you use Education World's Every-Day Edits to reinforce students' grammar, punctuation, and
spelling skills? We offer a weekly activity for primary grade students and daily practice for students
in grades 3-up. Daily practice and reinforcement are sure to improve your students' test scores, so
check out our Every-Day Edits today.
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a
detailed description of the steps a teacher will take to teach a particular topic. A
typical DLP contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.

SAMPLE DETAILED LESS ON PLAN IN

ENGLISH FOR TEACHING
DEMONSTRATION (GRADE 7)

TYPES OF SENTENCES ACCORDING TO USE

Time Frame: 45 Minutes

Prepared by: Mark Anthony Llego

OBJECTIVES
At the end of the lesson the students should be able to:

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.

3. Read sentences correctly and clearly with expressions.

4. Show teamwork and cooperation through participating in a group activit y.

CONTENTS
 Topic References Materials

Different Types of Sentence Grammar and Composition Visual Aids, Charts, Flash
According to Structure 4 by Prentice Hall Cards, Pictures, Name Tags

Proficiency in English 8 by
Simeon Tabunda

PROCEDURE
A. Learning Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent

for the day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new “Yes Ma’am!”
topic today?’

“Okay that’s good, so let’s begin this with a group “Yes Ma’am!”
activity! Are you ready?

MOTIVATION

GROUP ACTIVITY
The students will be divided in to four; each group will be given pieces of paper
with words written on them. They will be asked to arrange the words in order to
make a sentence.

They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?

3. Please give the certificate.

4. I can’t believe it! We won!

Teacher Students

Presentation (Students will give their

answers)
“Very nice! I am very pleased you were able to finish the
task given to you. Now let’s discuss your answers.
Anybody who can tell me what he/she notices with the
following sentences?”

Discussion (Student will volunteer to read

the first sentence: “A declarative
“Very good observation! Now, let me introduce you the sentence states a fact or opinion
four types of sentences. Would someone read this and ends with a period.)
sentence for me?”

“Thanks. Now, let’s take a look at the sentence that group (Student answers: Ma’am,
1 came up with. This one is a declarative sentence. Could because it gives an idea and it
you tell me the reason why it’s classified as declarative?” states a fact. It also ends with a
period)

“Very good. Well said. Now, can somebody give me an (Students answer)
example of a declarative sentence?”

“Nice answers! Now let’s talk about the second type of (Student will volunteer to read
sentence. Would someone read the definition written on the first sentence: “An
the board?” interrogative sentence asks a
question and ends with a
question mark.)
Teacher Students

“Nice one and could you give me an example as well?” (The student will give an
example.)

“Very good! It’s easy to understand, right? Remember “Yes, Ma’am!”

that an interrogative sentence ends with a question mark.
The sentence that group 2 came up with is an example of
it! Did you get it?”

I also want to remind you that you have to read an “Yes, Ma’am!”
interrogative sentence well. You have to sound like you’re
really asking a question. Don’t just read it as if it’s a
declarative sentence so you won’t be misunderstood when
someone listens to you.”

“That is wonderful! So let’s proceed to the next type of “An imperative sentence
sentence which is the imperative sentence. Read the expresses a request or gives a
definition, ____________.” command or direction. It also
and ends with a period or
exclamation mark.”

“Thanks. Now, let’s check the sentence that group 3 came (A student volunteers and
up with. It ends with a period but that doesn’t mean it’s a answers: Ma’am, it’s because
declarative sentence. Can somebody explain the class the sentence do not state a fact
why?” an opinion. It states a request.)

“You got it! Perfect! Now, I want you class to give me an (students volunteer to give their
example of an imperative sentence that gives an order or answers)
direction.”

“Oh! Well done! So, what about an imperative sentence (students volunteer to give their
that expresses a request?” answers)

“Oh! I could see that you got a little confused with the (Student reads: “An exclamatory
imperative sentence but I am glad you were able to get its sentence conveys emotion and
function. Nice try for those who gave their answers! Now ends with an exclamation
let’s discuss the last type of sentence. Exclamatory mark.”)
sentence. Read the definition, ___________.”

“Thanks. That’s good. Now, I know you’ll find it very (students volunteer to give their
easy to understand its function. Can somebody give me an answers)
example?”
Teacher Students

“Well done, class! Do you have any questions? Any (students says no)/(students asks
clarifications?” questions)

Analysis (students answer)

“Nice. I am pleased with your participation. Now let’s

have a short activity before you take the quiz.”

“Using the pictures shown on the board, I want you to (students answer)
form different types of sentences according to function.”

Picture 1 (student answers:

1. Declarative: Daniel Padilla is

an actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please
give me his phone number?
4. Exclamatory: OMG! It’s I saw
Daniel Padilla!)

Picture 2 (student answers:

1. Declarative: They are asking

for directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please
tell us how to get there?
4. Exclamatory: Help! We are
lost!)

Picture 3 (student answers:

1. Declarative: The team won

the contest.
2. Interrogative: Did they win
the contest?
3. Imperative: Let’s clap our
hands for the winning team!
4. Exclamatory: Hurray! We
won!)
 Teacher Students

Picture 4 (student answers:

1. Declarative: She reach the

mountain top.
2. Interrogative: Did she hike
alone?
3. Imperative: Please take me to
the mountain top.
4. Exclamatory: At last! I
reached the top!)

Generalization (students answer)

“Now, class, let’s remember that sentences have four

functions. They can be declarative, interrogative,
imperative or exclamatory. Can you again tell me the
differences of the four?”

“And let us also remember the right punctuations to use

when forming a sentence.”

APPLICATION
Group Activity: Make a short presentation depicting different situations. Make
sure to use all types of sentences.

Group 1: You and your friends are in a concert.

Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

EV ALU ATION
Directions: Read each sentence carefully and identify their function. Write DC if it
is declarative, INC if it is interrogative, IMC if it is imperative and EC if it is
Exclamatory.

1. Samar Island is known for its beautiful caves and water falls.

2. Did the organization approve her proposal?

3. Isn’t her voice magnificent!

4. It’s a baby boy!

5. Call the insurance agent, please.

6. Watch out for that car!

7. What harm did the delay cause?

8. Most people do enjoy taking risks.

9. Is there anything else that I can get you?

10. Keep off the grass.

ASSIGNMENT
Write a short narrative about your most unforgettable experience. Use at least 4
declarative, 4 imperative, 4 exclamatory and 4 interrogative sentences.