ENGLISH 6

FOURTH QUARTER

Name:____________________________________Date:_________________
Grade and Section:_________________________Teacher:________________

WEEK 3
8:30 – 9:30 am.
LESSON TITLE: Composing Clear and Coherent Sentences Using Appropriate Grammatical Structure:
Subordinating and Coordinating Conjunctions
TOPIC: Composing Clear and Coherent Sentences Using Appropriate Grammatical Structure:
Subordinating and Coordinating Conjunctions
REFERENCE: PVOT-LeaP Week2
OBJECTIVE: Compose clear and coherent sentences using appropriate grammatical structure:
subordinating and coordinating conjunctions

STUDY:
Introduction
In our previous lesson, you learned about identifying conjunctions in sentences. Conjunctions are used to
connect a variety of sentence elements. They can connect smaller parts of writing, such as words and phrases, but
they are also used to connect separate sentences or independent clauses together into bigger and more complex
sentences.
This time you will learn the different subordinating and coordinating conjunctions and how they are used in
sentences.
After going through this lesson, you are expected to compose clear and coherent sentences using appropriate
grammatical structures: subordinating and coordinating conjunctions.
To begin with, read the story about “My First Train Ride.”

My First Train Ride

Just as I woke up on Saturday morning, my dad told me he has a surprise!
Though it wouldn’t be revealed until 1 p.m., dad told me that this surprise is something that I was
definitely going to enjoy! As soon as I heard about the surprise, I jumped out of bed and got ready for
the day. Although I was busy getting ready, I tried to keep guessing what the surprise could be! Once
it was 12:30 in the afternoon, dad said that we needed to go to the car so we could arrive at the
surprise on time.

Once we were all packed in the car, we left to drive to the surprise. Until we arrived, I
kept thinking what the surprise could be. Just as we pulled into a parking lot, I saw a
train. I asked dad if we are going on a train ride, as soon as I asked him, he smiled.
Before he could say anything else, I knew that’s the surprise. Just as we got out of the
car, we heard the buzzing from the train that it’s closing and it’s ready to go.

Even though we don’t have running shoes, we ran to make sure we hopped onto the train
before it leaves. While on the train, we had a wonderful time and met many people.
Whenever I see a train now, I think of this fond memory. It was my very first train ride.

Read and analyze the sentences taken from the story, “My First Train Ride.”
1. I jumped out of bed and get ready for the day.
2. Dad said that we needed to go to the car so we could arrive at the surprise on time.
3. While on a train, we had a wonderful time!
4. Once we were all packed in the car, we left to drive to the surprise.
5. Even though we don’t have running shoes, we ran to make sure we hopped onto the train before it leaves.
 What is the highlighted word in the first sentence? In the second? Third? Fourth? Last? What do you call these
highlighted words?
A conjunction is a word that connects or join together words, phrases, clauses or sentences. There are two kinds
of conjunctions: the subordinate and coordinate conjunctions.
Coordinating conjunctions are used to connect two or more simple sentences or clauses called independent
clauses. Examples:
 Erning drank some water for he was thirsty.
 Maria doesn’t drink milk nor does she eat butter
 Tasyo studied a lot but he didn’t pass the test.
 Jose can buy a book or he can borrow it from the library.
 Protacio woke up early for school yet he was still late.

It is easier to remember the coordinating conjunction if you think of the word FANBOYS.

Subordinating or coordinating conjunctions connect or join a dependent clause to an independent

clause in a sentence. You can write most sentences with a subordinating conjunction in one or two different
ways.
Example:
When my friends arrived, I was still doing my
homework. I was still doing my homework when my
friends arrived.

If a sentence begins with a subordinating conjunction, use a comma to separate the two
clauses. These are some of the examples of subordinating conjunctions.

LEARNING TASK 1
Directions: Compose clear and coherent sentences by combining each pair using appropriate coordinating
and subordinating conjunctions. Do this in your notebook.
1. Angel lives in Bulacan. Her cousin lives in Valenzuela.
A. and B. or C. yet D. but
2. Mario joined the prayer rally. His brother stayed at home.
A. or B. but C. nor D. and
 3. Roberto wanted to buy books. He could not find what he wanted.
A. nor B. or C. but D. so
4. I love and respect my grandparents. They take care of me, too.
A. because B. while C. unless D. since
5. He didn’t get the promotion. He worked hard for it.
A. yet B. sinceC. unless D. if
9:30 – 10: 00 HEALTH BREAK
10: 00 – 11: 30
WRITTEN WORKS 2
I. Directions: Choose the appropriate subordinating and coordinating conjunctions to make the
sentences clear and coherent. Write your answer on the blank.

1. I am done I failed to pass my learning tasks.

A. so B. for C. yet D. or
2. I watch the news on television, a large number of people are out of the streets without a
mask.
A. As B. When C. Since D. Until
3. Jocelyn becomes my best friend she listens all the way.
A. while B. because C. after D. before
4. she arrives early tonight, I will cook her dinner.
A. Although B. Since C. Once D. Even if
5. Luisa finished her online tasks earlier she could play the guitar.
A. but B. so C. nor D. for

II. Directions: Combine each pair of sentences. Use the appropriate conjunctions found inside the box
to make the sentence clear and coherent.

6. Mother gets home. I would set the table for lunch.

7. Rio often miss her online class. She cares much to perform the task.

8. The boy keeps the house rules. He brings joy to the family.

9. The answer is correct. She still enjoys the learning.

10. Trees make a green planet. People pull down their habitat.

11: 30 am – 1: 00 pm LUNCH BREAK

1: 00 – 2: 30 PM
PERFORMANCE TASK 2
Directions: Compose clear and coherent sentences using the given subordinating and coordinating
conjunctions.

1. for

2. since

3. so that
_
4. because
_
5. but