6

English
Quarter 4 – Module 2:
Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures:
Subordinate and Coordinate Conjunctions
English – Grade 6
Alternative Delivery Mode
Quarter 4 – Module 2: Composing Clear and Coherent Sentences Using Appropriate
Grammatical Structures: Subordinate and Coordinate Conjunctions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education-Region III

Regional Director: May B. Eclar, EdD, CESO III
Asst. Regional Director:: Rhoda Razon, EdD, CESO V

Development Team of the Module

Writers: Queenalyn C. Maniaul
Editors: Judith Louella D. Mendiola
Reviewers: June D. Cunanan
Illustrator: Joyce D. Dimarucut
Layout Artist: Roland M. Suarez

Management Team: Librada Rubio, PhD

Ma. Editha B. Caparas, PhD
Ramil G. Ilustre, PhD
Celia R. Lacanlale, PhD
Ruby M. Jimenez, PhD
June D. Cunanan

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph
 6

English
Quarter 4 – Module 2:
Composing Clear and Coherent Sentences
Using Appropriate Grammatical Structures:
Subordinate and Coordinate Conjunctions
Introductory Message
For the facilitator:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on

Composing Clear and Coherent Sentences Using Appropriate Grammatical
Structures: Subordinating and Coordinating Conjunctions!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

i
For the learner:

Welcome to the English 6 Alternative Delivery Mode (ADM) Module on

Composing Clear and Coherent Sentences Using Appropriate Grammatical
Structures: Subordinating and Coordinating Conjunctions!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning

ii
 competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module will assist you in composing clear and coherent

sentences using appropriate grammatical structures such as subordinate
and coordinate conjunctions.

Please help the learners in sharing their ideas and knowledge from
their experiences so that there will be collaboration and learning will
be easy.

Answers are written at the back of this module. Inculcate to the

learners the value of honesty while answering this module.

After going through this module, you are expected to:

1. identify the conjunctions used in the sentences;
2. use the appropriate conjunctions to combine the
sentences/clauses; and
3. compose clear and coherent sentences using subordinate and
coordinate conjunctions

1
 What I Know

Identify the conjunction used in each sentence. Write “C” in your answer
sheet if it is a coordinate and “S” if it is a subordinate.

1. He listened to the man's story and reported it to the policeman

on duty.
2. I haven't seen my brother since he left for college.
3. Your aunt or your uncle will pick you up in school today.
4. Paolo has worked during the nights until he finished college.
5. I remembered the old school book for it was once mine.
6. Sarah was not feeling well but she went to class anyway.
7. Although the old man was hungry, he never asked food from anyone.
8. I think I heard the news on the television although I am not sure.
9. I waited for the bus but it was late.
10. We won the game because we played as a team.

2
 Composing Clear and Coherent
Lesson Sentences Using Appropriate

2 Grammatical Structures:
Subordinate and Coordinate
Conjunctions
A sentence is a group of words that contains a subject and a verb
while a phrase is a small group of words which may not contain a subject or
a predicate. Words, phrases and sentences can be joined together using
conjunctions to create more complex but meaningful sentences.

What’s In

Read the paragraph carefully, then choose the correct verb tense in the
parenthesis. Write your answer in your answer sheet.
Last month I (learn, learns, learned, will learn) how to bake cake and bread.
I usually (bake, bakes, baked, will bake) breads for my family and friends. Now, I
(find, finds, found, will find) baking as a money making hobby. This afternoon I
(deliver, delivers, delivered, will deliver) a cake to a friend who (celebrate,
celebrates, celebrated, will celebrate) her birthday tomorrow.

Notes to the Teacher

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema and
background knowledge which may reinforce learning. This
module will help the learners bridge the gap of learning to attain
mastery of the lesson in its spiral progression.

3
 What’s New

Have you heard of the news that children like you are not allowed to
go outside because of COVID- 19? How do you feel about it? Read the
selection below.

Filipino Families in Time of Pandemic

by: Queenalyn C. Maniaul
In order to prevent rapid spread of Corona Virus, also known as
COVID-19, the government kept on reminding the Filipino people to follow
the health and safety protocols and implemented lockdown or community
quarantine in major parts of the country.

Children were prohibited to go outside because they are vulnerable to

the virus. Since they are at home, they became more responsible in doing
household chores such as taking care of their younger siblings and cooking
simple meals for the family. While in lockdown, working parents were also
given the chance to bond with their children. Families had more time to talk
and create happy memories together.

This pandemic brought not just fear, pressure and problems to

Filipino families but gave them the opportunity to build strong relationship
with their loved ones.

1. What did the government do to prevent the spread of corona virus?

2. Why were the children not allowed to go outside during the pandemic?
3. What are the negative impacts of COVID- 19 to Filipino families?
4. What are the positive impacts of COVID- 19 to Filipino families?
5. What are the underlined words? What do you call those words?

4
 What is It

Read and study your answers:

• The government kept on reminding the Filipino people to follow the
health and safety protocols and implemented lockdown or
community quarantine in major parts of the country.

This sentence used the coordinating conjunction and. “And” is used to

connect similar ideas or to add ideas.
• Children were prohibited to go outside because they are vulnerable
to the virus.

The subordinating conjunction because is used to introduce the

reason or cause.
How about your answers for numbers 3 and 4?
• This pandemic brought fear, pressure and problems to Filipino
families.
• It also gives them the opportunity to build strong relationship with
their love ones.

What word can be used to join or combine them? (but)

(This pandemic brought fear, pressure and problems to Filipino families but
it gives us the opportunity to build strong relationship with our loved ones.)

Words such as and, because, since, while and but are

called conjunctions.

Conjunction is a joining word. We use conjunctions to join two

words, phrases, and clauses to make one long sentence.

Types of Conjunctions
1. Coordinating Conjunctions
2. Subordinating Conjunctions

5
 1. Coordinating conjunctions join two verbs (ex.: went and bought),
two nouns (ex.: Kara or her sister), two adjectives (ex.: delicious but
expensive), two phrases (ex.: went to the bakery and bought cupcake), or two
independent clauses (ex.: Kara went to the bakery and she bought a box of
cupcake.). An independent clause contains a subject and a predicate and
has a complete thought.
Example: Kara went to the bakery and she bought a box of cupcake.
The coordinating conjunction “and” connects the two
independent clauses:
- Kara went to the bakery.
- She bought cupcake.

Coordinating Conjunctions are known as “FANBOYS” - F- for; A-

and; N- nor; B- but; O- or Y- yet; and S- so.

Coordinating Function Example

Conjunction
for -introduces the cause I am happy for today is my
birthday.
and - joins two or more similar I like to eat biscuits and I like to
or additional ideas drink milk.
- connects a series of events
The president arrived and he gave
an hour-long speech.
nor -pairs two negative items She didn’t return my calls nor did
she respond to any of my texts.
but -joins two items that The bag was beautiful but it was
contradict each other too expensive.
or -presents two or more You can come to the grocery with
options me, or you can stay home.
yet -is very similar to “but” Dad can be strict yet he is
understanding at the same time.
So - introduces the effect I studied my lesson so I got a high
score in my test.

2. Subordinating conjunctions are used to connect two clauses, the

main (independent) clause and the subordinate (dependent) clause.
Main clause or independent clause contains a subject and predicate
and it can stand alone. A subordinate or dependent clause depends on the
main clause because it does not express a complete thought.
• Subordinating conjunctions are usually found at the middle of
the sentences.
They signal the start of a subordinate or dependent clause and generally not
preceded by a comma.
Example: How will I go to bed if there were so many things to do?

6
 The independent clause is “How will I go to bed” while the
subordinate/ dependent clause is “if there were so many things to do”.
The subordinating conjunction is “if”.
• When a subordinate or dependent clause begins a sentence, it is
followed by a comma (,).
Example: When I am covered up, I find a need to drink.

The independent clause is “I find a need to drink” while the

subordinate or dependent clause is “When I am covered up”.

The subordinating conjunction is “when”.

Common Subordinating Conjunctions and their Meanings

Indication/ Meaning Subordinating Example

Conjunctions
cause - because, since, so that, inWe bought fish since it
order that, therefore, was cheaper than meat.
concession - though, although, even Prince failed the test
though although he studied well.
time - until, as, while, when, Summer is the time
whenever, as soon as, whenever we want to go
before, after, once swimming.
place - where, wherever A park is a place where
children play.
comparison - while, whether, whereas, I prefer cupcake while my
than brother prefers egg pie.
condition - if, unless, provided that, She has to work hard if
even if she wants a brighter
future.
relative pronoun - who, whoever, whom, He was the one who saved
whose me.
relative adjectives - that, whatever, which, These were the gifts that I
whichever received on my birthday.

7
 What’s More

Independent Activity 1
Write the sentences in your answer sheet, then box the coordinating
conjunction and encircle the subordinating conjunction used.

1. The traffic in Olongapo-Gapan Road is quite heavy so try taking a

residential detour instead.
2. The sauce was sweet yet had a spicy flavor.
3. Wash your hands before you eat your food.
4. Please hang the picture so I could see it.
5. Maria doesn’t like to cook but she needs to do it anyway.
6. People will trust you if you are honest.
7. I refuse to hug people I don’t know nor kiss them.
8. I go to the zoo for I love to see animals.
9. This is a very helpful book since it explains everything clearly.
10.Although Rhian was not the leader, she led the Beautification Project
in their classroom.

8
Independent Assessment 1
Choose the appropriate coordinating conjunction inside the parenthesis to
complete the sentence. Write your answer in your answer sheet.

1. Juan played basketball, (for, yet, and) Jim went shopping.

2. Jimmy passed the test, (for, yet, or) he studied hard.
3. Aimee will have a cake on her birthday, (so, but, and) it will be baked
by her grandmother.
4. Romel does not want to be late in school, (so, but, and) he gets
up early.
5. Daniel wants to become an engineer, (nor, but, so) his mom wants
him to be a doctor.
6. My brothers clean the surroundings, (so, and, for) my sisters prepare
snacks for them.
7. Cautious people take care of the forests, (or, but, and) the uncaring
ones cut the trees.
8. Garbage is everywhere, (so, nor, yet) the garbage collectors get
them daily.
9. I ask my mother to buy me books, (for, or, and) I really love reading.
10. Are you going to the party (so, or, and) are you staying home?

9
Independent Activity 2
Fill in the blanks with the correct subordinating conjunction. Choose your
answer from the box and write it in your answer sheet.
unless when after than as soon as
because so that if since until although

1. Every year, I try to stay up _________________ midnight of New Year.

2. _________________ everyone will cooperate, we will play a game.
3. This room is much larger _________________ the one we used to have.
4. Danny did not attend his classes yesterday _________________ he was
not feeling well.
5. The seminar will start _________________ all of the participants
are ready.

6. Take the bread out of the oven _________________ the timer goes off.
7. Keep your arms raise _________________ I ask you to put them down.
8. Lea hasn’t seen her uncle _________________ she was ten.
9. Ron wishes his exam would be over _________________ he could relax.
10. ________________ Ella would finish doing her homework, she could
watch in the television.

Independent Assessment 2
Combine the two independent clauses using the coordinating conjunctions
for, and, nor, but, or, yet, so. Do it in your answer sheet.
Example: I studied harder for my test. My friend scored higher than me.
I studied harder for my test but my friend scored higher than me.

1. My husband and I went to Palawan. It was our ten-year anniversary.

________________________________________________________________

2. Carlos likes to go mountain-climbing. He loves to swim in the ocean.

________________________________________________________________

3. Norine puts a lot of effort into her project. She couldn’t even get a
high score.
________________________________________________________________

10
4. Would you like mashed potato? Would you like french fries?
______________________________________________________________

5. It was three days before Christmas. People were busy buying

their presents.
______________________________________________________________

6. Mother feels so tired at work. She still needs to cook food for us.
______________________________________________________________

7. Plants cannot survive without sunlight. They can survive

without water.
______________________________________________________________

8. Nica felt sick. She didn’t come to school.

______________________________________________________________

9. Warren has a guitar. He plays it very well.

______________________________________________________________

10. You can spend your vacation in the province. You can have a
summer class.
______________________________________________________________

11
Independent Activity 3
Combine each pair of sentences. Use the given subordinating conjunction at
the middle and at the beginning of a sentence. Do this in your answer sheet.

Example: You need to put fertilizer on your plants. They will grow well.
(so that)
Middle: You need to review your lessons so that you will have a high score
in your test.
Beginning: So that you will have a high score in your test, you need to
review your lessons.

1. I have to leave for a vacation. There is a lot to do. (although)

Middle:__________________________________________________________
Beginning: _______________________________________________________

2. Sheena went to the mall. It was raining very hard. (even though)

Middle:________________________________________________________________
Beginning: ____________________________________________________________

3. The teacher checked her pupils’ attendance. She discussed the new
lesson. (before)

Middle:________________________________________________________________
Beginning: ____________________________________________________________
4. My sister did not want to get up in the morning. She stayed up until
midnight. (because)

Middle:________________________________________________________________
Beginning: ____________________________________________________________

5. We went to the concert early. We can get a good seat. (so that)

Middle:________________________________________________________________
Beginning: ____________________________________________________________

12
Independent Assessment 3
Based on the illustrations, compose clear and coherent sentences using the
given conjunctions. Do this in your answer sheet.

1. and-

2. or-

3. but-

4. if -

5. because –

13
 What I Have Learned

Draw a happy face ( ☺ ) if the statement is true and a sad face (  ) if

the statement is false. Write your answer in your answer sheet.

1. Coordinating conjunctions are used to connect two or more

simple sentences or clauses called independent clauses.

2. An independent clause contains a subject and a predicate and

expresses a complete thought.

3. There are six coordinating conjunctions.

4. To easily memorize the coordinating conjunctions, we may use the

“FANTASTIC” pattern.
5. Conjunctions “but” and “yet” are both used to connect two items
that contradict each other.

6. A subordinating conjunction connects a main (independent) clause

and a subordinate (dependent) clause.

7. A dependent clause can stand alone because it expresses a

complete thought.

8. If and unless are subordinating conjunctions that show condition.

9. Subordinating conjunctions that fall at the middle of a sentence

are preceded by a comma.

10. When a subordinate or dependent clause begins a sentence, it is

followed by a comma

14
 What I Can Do

Copy the sentences on your answer sheet and supply the correct words that
will complete the sentences about yourself.
1-2. I like (fruit) and (vegetable) .
3-4. I like (favorite subject) but I don’t like (challenging subject) .
5-6. I am (age) years old for I was born in (year of birth) .
7-8. I wish I would be (ambition in life) or (ambition in life) someday.
9-10. I want to be in (place) where I can (something to do) .

Assessment

Choose the correct conjunction in each number. Write the chosen letter on
your answer sheet.

1. Cruz family will not be able to go to Boracay this summer, __________ of

the COVID-19 pandemic.

A. although C. since

B. because D. when

2. Frontliners are our present heroes __________ they must be given

recognition.

A. but C. or

B. for D. so

3. Doctors and nurses must be very careful in taking good care of their
patients, __________ their lives will be in danger too.

A. and C. or

B. but D. so

15
4. __________ the time of pandemic, I pray that everything will work out for
the best at the end.

A. after C. during

B. before D. where

5. I always thank God __________ He protect my family and friends against

Covid-19.

A. but C. nor

B. for D. so

6. Ivan studies his lessons very well __________ he passed the test.

A. and C. so

B. but D. yet

7. The boys teased Leo __________ he was wearing different pair of shoes.

A. although C. which

B. because D. while

8. __________ Olivia worked hard, she didn’t get any promotion.

A. Although C. Since

B. Because D. Whenever

9. The people in Barangay Dulong Ilog accepted their relief goods __________
they feel grateful for that.

A. after C. if

B. because D. so

10. My father lost his job __________ serves as his bread and butter.

A. although C. which

B. when D. who

2
 Additional Activities

Write a short paragraph about your ambitions / dreams in life using

subordinate and coordinate conjunctions. Do it in your answer sheet.

______________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

20
 Rubric for Paragraph Writing with Conjunctions

Excellent (5 Good (3 points) (1point)

points)
Used The paragraph has The paragraph has The paragraph has
conjunctions at least 5 at least 4-2 at least 1-0
conjunctions. conjunctions. conjunction.
Theme The theme about The theme about No theme was
dreams in life is dreams in life is shown in the
evident and clear. evident but not paragraph.
clear.
Details There are 3 or There are 2 or 1 No supporting
more supporting supporting details details relating to
details relating to relating to the the theme.
the theme. theme.
Spelling, There are no There are 4-1 There are more
Punctuation and spelling, spellings, than 5 spelling,
Grammar punctuation, or punctuation, or punctuation, and
grammar errors. grammar errors. grammar errors.

21
 22
Independent Activity 3
1. I have to leave for a vacation although there is a lot to do.
Although there is a lot to do, I leave for a vacation.
2. Sheena went to the mall even it’s raining very hard.
Even it was raining very hard, Sheena went to the mall.
3. The teacher checked her pupils’ attendance before she discussed the new
lesson.
Before she discussed the new lesson, the teacher checked her pupils’
attendance.
4. My sister did not want to get up in the morning because she stayed up until
midnight.
Because she stayed up until midnight, my sister did not want to get up in the
morning.
5. We went to the concert early so that we can get a good seat.
So that we can get a good seat, we went to the concert early.
What’s More Assessment
Independent Assessment 3 1. B
2. D
(Answers may vary.) 3. C
4. C
What I Have Learned 5. B
6. C
1. ☺ 6. ☺ 7. B
2. ☺ 7.  8. A
3.  8. ☺ 9. D
4.  9.  10. C
5. ☺ 10. ☺ Additional Activities
What I Can Do
(Answers may vary.)
(Answers may vary.)
Answer Key
 23
What I Know What’s In
1. and- C learned
2. since- S bake
3. or- C find
4. until- S will deliver
5. for- C will celebrate
6. but- C
7. although- S
8. although- S
9. but- C
10. because- S
What’s More What’s More What’s More
Independent Independent Independent Activity 2
Assessment 1
Activity 1 1. until
1. and 2. if
1. so 2. for 3. than
3. and 4. because
2. yet
4. so 5. when
3. before 5. but 6. as soon as
4. so 6. and 7. unless
5. but 7. but 8. since
6. if 8. so 9. so that
9. for 10. after
7. nor 10. or
8. for
9. since
10.although
What’s More
Independent Assessment 2
1. My husband and I went to Palawan for
it was our ten-year anniversary.
2. Carlos likes to go mountain-climbing and he loves to swim in the ocean.
3. Norine puts a lot of effort into her project but she couldn’t even get a high score.
4. Would you like mashed potatoes or would you like french fries?
5. It was three days before Christmas so people were busy buying their presents.
6. Mother feels so tired at work but she still needs to cook foods.
7. Plants cannot survive without sunlight nor can they survive without water.
8. Nhica felt sick so she didn’t come to school.
9. Waren has a guitar and he plays it very well.
10. You can spend your vacation in the province or you can have a summer class.
References
Coordination and Subordination. M
Libraries.https://open.lib.umn.edu/writingforsuccess/chapter/7-2-
coordination-
andsubordination/#:~:text=Coordination%20and%20subordination%20join
%20two,conjunctive%20adverb%20and%20a%20semicolon.

Roque, Analyn Activity Sheets in English 6.

https://drive.google.com/file/d/0B5o0MP-xL2ZSV29mdFNyeEg2VW8/view

24
For inquiries or feedback, please write or call:

Department of Education-Region III

Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)

Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05

Email Address: region3@deped.gov.ph