Connecting with Conjunctions

Lesson Overview

In this 20-minute lesson, 5th grade students will learn how to connect words and sentences using common conjunctions. This lesson aligns with the Alberta Program of Studies for English Language Arts, focusing on enhancing students’ writing coherence and sentence structure.

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Curriculum Alignment

Alberta Program of Studies – English Language Arts (5)

• Learning Outcome:
  Write and represent to explore, clarify, and express ideas and experiences.
• Specific Expectations:
  • Use connecting words (e.g., and, but, or, because, so) to link ideas within and between sentences (C5.3)
  • Create coherent sentences through the use of conjunctions (C5.4)
• Competencies:
  • Demonstrate understanding of grammar and sentence structure
  • Express ideas clearly and logically

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Learning Objectives (I Can Statements)

• I can identify common conjunctions in sentences.
• I can use conjunctions to connect words in a sentence.
• I can use conjunctions to connect two simple sentences to create compound sentences.

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Success Criteria

• Correctly underline or highlight conjunctions in given sentences.
• Combine pairs of sentences using appropriate conjunctions.
• Explain why selected conjunctions are used in a sentence.

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Materials

• Whiteboard and markers
• Sentence strips with simple sentences printed (one per pair of students)
• Conjunction cards (and, but, or, because, so)
• Student notebooks or writing sheets

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Lesson Procedure

1. Introduction (3 minutes)

• Start with a quick prompt: “Have you ever joined two ideas in a sentence?”
• Write a simple sentence on the board:
  • I like apples.
  • I like bananas.
• Model aloud: “I like apples and bananas.”
• Explain that words like and help us connect ideas so our writing sounds smoother and makes more sense.
• Introduce the focus conjunctions: and, but, or, because, so

2. Guided Practice (7 minutes)

• Distribute sentence strips and conjunction cards to pairs of students.
• Each pair reads two simple sentences on their strip, then discusses which conjunction fits best to combine them meaningfully.
• Example:
  • Sentence 1: I wanted to go outside.
  • Sentence 2: It started to rain.
  • Combined: I wanted to go outside, but it started to rain.
• Teacher circulates, provides support, and prompts thinking: “What does ‘but’ tell us about the sentences?”
• On whiteboard, create 2–3 examples with student help, highlighting why each conjunction was selected.

3. Independent Practice (7 minutes)

• Students write five compound sentences in their notebooks, connecting pairs of simple sentences provided in the worksheet using conjunctions.
• Encourage students to select from all five conjunctions and to explain in one sentence why they chose that conjunction (verbally or written, depending on ability).

4. Sharing and Reflection (3 minutes)

• Invite 3–4 students to share their sentences and explain their conjunction choice.
• Reinforce the idea that conjunctions help make writing more interesting and clear.
• Summarise key points about conjunction use.

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Differentiation Strategies

Learner Type	Support Strategies	Extension Activities
Struggling writers	Provide sentence starters and sentence strips with word banks. Use pictorial conjunction cues (e.g., plus sign for and, stop sign for but).	Use a graphic organiser to plan sentences before writing.
English Language Learners (ELLs)	Pair with strong speakers, allow use of bilingual dictionaries, model sentence combining verbally first.	Challenge to use less common conjunctions or combine more than two sentences.
Advanced learners	Encourage use of subordinating conjunctions (although, since, unless). Create descriptive compound sentences.	Write a short paragraph connecting multiple ideas using a variety of conjunctions correctly.

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Assessment

• Formative: Observe pair discussions and note correct conjunction use during guided practice.
• Written samples: Review sentences from independent practice for correct conjunction placement and sentence coherence.
• Verbal explanations during sharing activity.

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Reflection and Next Steps

• Identify students who struggled with sentence combining; plan small group practice for reinforcement.
• Plan to introduce subordinating conjunctions and complex sentences in subsequent lessons.

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Teacher Notes

• Encourage oral language use before writing to build confidence.
• Use expressive intonation when modelling sentences to show how conjunctions affect meaning.
• Reinforce the meaning of conjunctions with real-life example sentences connected to students' interests.

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This lesson plan not only meets Alberta Curriculum standards but also engages diverse learners through interactive and differentiated activities to foster a deep understanding of conjunctions in writing.