This self-learning module is for Grade 5 English, Quarter 1, Module 4, Lesson 3: “Composing Clear and Coherent Sentences Using Coordinating and Subordinating Conjunctions.” It teaches learners how to join words, phrases, and clauses with the right connecting words so that their sentences sound smooth and clear. It was made by DepEd Region VIII as an Alternative Delivery Mode (ADM) module for home-based learning.
What learners will learn
After this lesson, learners should be able to:
- identify coordinating and subordinating conjunctions used in sentences;
- join clauses using correct conjunctions; and
- compose clear and coherent sentences using correct conjunctions.
What conjunctions are
The module describes a conjunction as a word that acts like a bridge. It connects two or more words, phrases, or clauses into one longer expression. Without conjunctions, you would speak with many pauses and stop every time you start a new idea.
The module gives these examples:
| Conjunctions can join | Example |
|---|---|
| Words | Manny Pacquiao or Coco Martin |
| Phrases | Contact tracing of suspected patients and rapid testing of frontline workers |
| Clauses | People are afraid to go out because the coronavirus is spreading. |
The lesson also compares two paragraphs about fables. The first uses many short sentences. The second joins them with that and or: “A fable is a story that teaches a moral lesson. Its characters may be animals or inanimate objects.” The second paragraph is shorter and easier to read.
The two types of conjunctions
Coordinating conjunctions
A coordinating conjunction joins words, phrases, or clauses of equal rank or importance. In “We need water and food to survive,” both water and food matter equally.
There are seven coordinating conjunctions. The module suggests remembering them with the acronym FANBOYS (or YAFNOBS or FONYBAS):
- F for
- A and
- N nor
- B but
- O or
- Y yet
- S so
Sample sentences from the module:
- A bowl of ginataan is sweet and delicious.
- Mona went to school, but no one was there.
- Lily ignored her ice cream, so I ate it myself.
Comma rule: When a coordinating conjunction joins two clauses, put a comma at the end of the first clause, right before the conjunction.
Subordinating conjunctions
A subordinating conjunction joins ideas that are not equal in importance. It always comes at the beginning of the less important idea (the subordinate clause). For example:
- I will buy a new smart phone when I save enough money. (Buying the phone is the main idea.)
- If you don’t study your lesson well, you will have a failing grade. (The failing grade is the main idea.)
The module asks learners to memorize these common subordinating conjunctions: after, although, as, because, before, if, only, since, that, than, though, till, unless, until, whenever, where, wherever, and while.
The key difference
Use a coordinating conjunction when both clauses deserve equal emphasis. Use a subordinating conjunction when the main clause is more important than the other idea.
Activities in the module
| Part | What learners do |
|---|---|
| What I Know | Fill in blanks with for, that, when, and, or; combine pairs of sentences into one |
| What’s More | Two matching activities: main clauses with clauses that begin with a coordinating conjunction, then main clauses with subordinate clauses |
| What I Can Do | Write a paragraph, “Life before the Pandemic,” using FANBOYS; write a paragraph about Linda, a deaf girl who loves helping with chores, using subordinating conjunctions such as because, unless, while, and since |
| Assessment | Write a short story about a favorite pet using five coordinating conjunctions; write a short narration about a favorite hobby using subordinating conjunctions |
| Additional Activities | Supply the best conjunction in five sentences |
How to use this module
- Learners: Start with the pretest (What I Know) to check what you already know. Then go through the parts in order. Write all answers in your notebook or on a separate sheet, not on the module. Check your work honestly with the answer key at the end.
- Parents: Help your child read the example sentences aloud, as the module suggests, and encourage them to memorize FANBOYS and the common subordinating conjunctions.
- Teachers: The answer key covers the fill-in and matching items. The writing tasks are marked “answers may vary,” so you will need to check those yourself for correct conjunction use and commas.
Frequently asked questions
What grade and quarter is this English module for?
It is for Grade 5 English, Quarter 1, Module 4, Lesson 3.
What does FANBOYS stand for?
FANBOYS is an acronym for the seven coordinating conjunctions: for, and, nor, but, or, yet, and so.
What is the difference between coordinating and subordinating conjunctions?
Coordinating conjunctions join ideas of equal importance. Subordinating conjunctions, such as when, if, and because, introduce a less important idea that depends on the main clause.
When do I need a comma with a coordinating conjunction?
Add a comma when the coordinating conjunction joins two clauses. The comma goes at the end of the first clause, right before the conjunction.
Does the module have an answer key?
Yes. It gives answers for the pretest fill-in items, the matching activities, and the additional activities. The writing tasks are marked answers may vary.
Full text of the module
The text below is a transcription of the PDF above, as printed.
English Quarter 1 – Module 4 Lesson 3: Composing Clear and Coherent Sentences Using Coordinating and Subordinating Conjunctions
[illustration: students reading and studying outdoors and indoors with a teacher, a globe, and a lamp]
CO_Q1_English5_Module4_Lesson3
English – Grade 5 Alternative Delivery Mode Quarter 1 – Module 4, Lesson 3: Composing Clear and Coherent Sentences Using Coordinating and Subordinating Conjunctions First Edition, 2020
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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 Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region VIII Office Address: Government Center, Candahug, Palo, Leyte
Telefax: 053 – 323-3156 E-mail Address: region8@deped.gov.ph
Development Team of the Module
Writers: Jacob N. Badilla Editors: Rustum D. Geonzon, Cynthia M. Agner, and Dean Ric M. Endriano Reviewers: Ronalene J. Anonuevo, Jessica C. Macaranas, and Reymarc Jonvil F. Dacallos Illustrator: Rosalinda C. Platino and Mery Ezel C. Guande Layout Artist: Janssen Louel C. Dabuet and Gibson J. Gayda
Management Team: Ramir B. Uytico Arnulfo M. Balane Rosemarie M. Guino Joy B. Bihag Ryan R. Tiu Dean Ric M. Endriano Teodorico C. Peliño Jr. Carmela R. Tamayo Moises D. Labian Jr. Antonio F. Caveiro Josefina F. Dacallos Faustino M. Tobes Rustum D. Geonzon
English
Quarter 1 – Module 4 Lesson 3: Composing Clear and Coherent Sentences Using Coordinating and Subordinating Conjunctions
5
Introductory Message
This Self-Learning Module (SLM) is prepared so that you can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pretests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the posttest to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, the Notes to the Teacher is also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests, and read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Good luck and happy learning!
ii
What I Need to Know
[illustration: target with arrow]
In this module, you will learn about conjunctions or words that serve as connectors of ideas. Ideas which are connected properly sound pleasant and clear. So, if you want to know how to do this, pay special attention to the lesson in this module.
With the help of this module, you will learn to:
- identify coordinating and subordinating conjunctions used in sentences;
- join clauses using correct conjunctions; and
- compose clear and coherent sentences using correct conjunctions.
1 CO_Q1_English5_Module4_Lesson3
What I Know
[illustration: pencil]
Activity 1
Directions: Fill in the blanks by picking the appropriate conjunction from the box.
For example: Andrew needs to be quarantined within 14 days because he got exposed to a person infected with COVID-19.
Start now and write your answers in your notebook.
[chart: word box; Activity 1 choices]
for that when and or
- The OFWs are still in Manila _____ they are not allowed to leave.
- To ensure our safety, stay home _____ wash hands frequently.
- Doctors say _____ COVID 19 will last for a few years.
- Airports, terminals, and malls were temporarily closed _____ the president declared the ECQ.
- Which do you like better, chicken adobo _____ pork sisig?
Activity 2
Directions: Combine the sentences into one by using a correct coordinating or subordinating conjunction.
For example: a. Virus cannot be seen by our naked eyes. b. We need to observe health protocols at all times.
Answer: Virus cannot be seen by our naked eyes, so we need to observe health protocols at all times.
_____________________________________________.
a. The Philippines declared an Enhanced Community Quarantine (ECQ) to fight the coronavirus.
b. COVID-19 cases are still rising each day._____________________________________________.
a. Many people infected with the coronavirus don’t have symptoms.
b. COVID 19 is difficult to track and stop._____________________________________________.
a. Let’s support our health workers.
b. They will be able to fight the disease better.
2 CO_Q1_English5_Module4_Lesson3
Lesson 3
Composing Clear and Coherent Sentences Using Coordinating and Subordinating Conjunctions
What’s In
[illustration: puzzle pieces]
You have learned in the past that you can make sentences longer by adding words or writing sentences that have many ideas.
In this module, you will learn to add two separate sentences or clauses with the help of special connectors, so that you can say or write more and make your ideas clearer.
Let’s observe how the first sentence becomes longer as we add more words.
A spider bit a boy.
A spider bit a teenage boy.
A mysterious spider bit a teenage boy named Peter Parker.
Now let’s check the next one.
Dwayne Johnson is a former heavyweight wrestler.
John Cena is also a former heavyweight wrestler.
Dwayne Johnson and John Cena are former heavyweight wrestlers.
You have seen that in the first example, we made the sentence longer by adding new ideas. In the second example, we did not add new ideas, but we combined existing ideas into one using a connector.
3 CO_Q1_English5_Module4_Lesson3
What’s New
[illustration: sprouting leaf]
Let’s read the two paragraphs below and study their differences.
Paragraph 1
A fable is a story. It is a story that teaches a moral lesson. The characters may be animals. The characters may also be inanimate objects. Examples of inanimate objects are spoon, sky, book, wind, tree, and many others.
Paragraph 2
A fable is a story that teaches a moral lesson. Its characters may be animals or in animate objects like spoon, sky, book, wind, and many others.
Did you notice that the two paragraphs talk about the same thing? However, what differences have you observed? Which sound simpler and easier to read?
You’re right! The second paragraph is easier to read because it is shorter. The sentences in the first paragraph have been combined by using some words like that and or. These words are connectors that link related ideas together.
What Is It
[illustration: magnifying glass with question mark]
Do the words for, and, nor, but, or, so, that, and when which you came across in Activity 1 look familiar? Do you remember these words in previous lessons? What is their function in the sentences based on the activities that you have just answered?
In case you have forgotten or have not heard about the words yet, do not worry, for you will know more about them in this lesson.
4 CO_Q1_English5_Module4_Lesson3
What are Conjunctions?
There is one class of words in the English language that acts like a bridge. This is called conjunction. It is basically a word connector that enables you to connect two or more words, phrases, and clauses together. Conjunctions do their job by connecting separate words or word groups into something longer. Observe the examples below.
Conjunctions can join:
Words
- Manny Pacquiao
- Coco Martin
Phrases
- Contact tracing of suspected patients
- Rapid testing of frontline workers
Clauses
People are afraid to go out.
The coronavirus is spreading.
Manny Pacquaio or Coco Martin
Contact tracing of suspected patients and rapid testing of frontline workers
People are afraid to go out because the corona virus is spreading.
In each of the examples, you will see that a conjunction has been used to connect or link the two separate items into one expression. Without conjunctions, you will speak with a lot of pauses. You will be forced to stop every time you begin with a new, separate idea. Having the knowledge about conjunctions helps you express your thoughts better.
Now that you have seen the basic process in which conjunctions combine words, you are ready to study their different types.
Types of Conjunction
There are mainly two types of conjunction: coordinating conjunction and subordinating conjunction.
Coordinating Conjunction
This type of conjunction connects words, phrases, and clauses of equal rank or importance. For example, when you say “We need water and food to survive,” you see the conjunction “and” that connects water and food. The use of “and” indicates that both ideas are important. Likewise, in “I listened to the news, and I followed your advice,” both actions are equally important to the speaker.
Basically, there are seven coordinating conjunctions. To remember all these, you might want to learn one of these acronyms: FANBOYS, YAFNOBS, or FONYBAS.
- F = for
- A = and
- N = nor
- B = but
- O = or
- Y = yet
- S = so
Here are more examples of coordinating conjunctions. Read them aloud and try to get familiar with the structure of the sentences.
- A bowl of ‘ginataan’ is sweet and delicious.
- A hot ‘lomi’ can be eaten using a fork or spoon.
- Mona went to school, but no one was there.
- I don’t waste a single drop of my vitamins, for it is expensive.
- Lily ignored her ice cream, so I ate it myself.
- My grandma doesn’t love yellow, yet she always waters her sunflowers in the garden.
- Tonny doesn’t like to eat seashells, nor does he touch it on the table.
Notice that commas are added in Items 3-7. Commas must be added when the coordinating conjunctions join clauses. The comma is inserted at the end of the first clause and right before the coordinating conjunction that begins the second clause.
Coordinating conjunctions will not be difficult to understand if you keep in mind the “FANBOYS.”
Subordinating Conjunction
This conjunction joins groups of words that are NOT equal in rank or importance. They use other conjunctions which are not part of “FANBOYS.”
For example:
I will buy a new smart phone when I save enough money. (MORE IMPORTANT IDEA) (LESS IMPORTANT IDEA)
If you don’t study your lesson well, you will have a failing grade. (LESS IMPORTANT IDEA) (MORE IMPORTANT IDEA)
In the first sentence above, the most important thing that the person is thinking about is his plan of buying a new smart phone, not saving money. Saving money is just the next important thing.
In the second sentence, “you will have a failing grade,” is more important, while “If you don’t study your lesson well,” is just the second important idea.
How did you know these? What is your clue? Simple. Just look at the words “when” and “if.” They are subordinating conjunctions and these conjunctions are always written at the beginning of the less important idea. When you see them, you can tell that, that part of the sentence is the less important idea.
In order to make it easier to use them, you need to memorize these common subordinating conjunctions:
- after
- although
- as
- because
- before
- if
- only
- since
- that
- than
- though
- till
- unless
- until
- whenever
- where
- wherever
- while
What’s More
Activity 1
Directions: Match the main clause in Column A with the subordinate clause in Column B.
| Column A | Column B |
|---|---|
| 1. Don Pepe is super rich, | a. and it started to rain. |
| 2. Nicole feels excited, | b. yet he is not happy. |
| 3. The sky turned dark, | c. or you will be arrested. |
| 4. Many knights tried to pull the sword out of the rock, | d. for she will finally visit Disneyland. |
| 5. Obey the law, | e. but it did not budge. |
| f. so he became sad. |
Activity 2
Directions: Match the main clause in Column A with the correct subordinating conjunction and subordinate clause in Column B.
| Column A | Column B |
|---|---|
| 1. The people were listening eagerly _____. | a. although he worked hard |
| 2. This is the place _____. | b. because she had lost her golden chain |
| 3. _____, he remained poor. | c. while the leader was speaking |
| 4. She began to cry _____. | d. when she learned that I lied |
| 5. _____, she became angry. | e. where I left my bike |
What I Have Learned
Always remember that conjunctions play an important role in the communication process. Without them, we cannot compose ideas into sentences coherently and clearly. They serve as a bridge between clauses and phrases to essentially make the sentences meaningful and logical. Do not be confused with the two. A coordinating conjunction is used when you want to give emphasis to two main clauses, while a subordinating conjunction emphasizes the idea in the main clause more than the one in the subordinate clause.
One good technique to remember coordinating conjunctions is by means of a familiar acronym such as “FANBOYS.” An acronym is composed of letters that represents a word.
For subordinating conjunctions, however, the only way is to memorize them. Do not worry since you only need to memorize the most common subordinating conjunctions for now.
What I Can Do
Activity 1 Directions: Look at the acronym. Use these coordinating conjunctions to write a paragraph about your life before the COVID-19 pandemic in a separate sheet of paper.
- F – for
- A – and
- N – nor
- B – but
- O – or
- Y – yet
- S – so
“Life before the Pandemic”
_____ .
Activity 2.
Directions: From the given scenario, compose a coherent paragraph using the subordinating conjunctions in the table below.
Scenario:
Linda is a little girl who loves to help her parents in the household chores. However, she is born deaf. Though she is not asked by her parents to help, she would continue to work on tasks like washing the dishes, flowering the plants, etc., as her daily routine. How would you describe Linda? Use the subordinating conjunctions below when you write the paragraph in your notebook.
| because | unless | while |
|---|---|---|
| whenever | as much as | before |
| as if | since | as long as |
_____ .
Assessment
Activity 1
Directions: Composing Activity. Write a short but beautiful story about your favorite pet. In the story, use five coordinating conjunctions of your choice. Begin with a catchy title. Write your answer in your notebook.
Title
_____ .
Activity 2
Directions: Composing Activity. In your notebook, make a short narration of a favorite hobby. For example, if your hobby is planting, you can tell about the plants in your garden. How did you reproduce them? Did these plants make you happy while seeing them grow every day? This time, use subordinating conjunctions in writing the paragraph.
Additional Activities
Directions: Read the statements carefully and supply the correct conjunction that best suits each sentence. Do this on your notebook.
- I cooked fast _____ you can eat right away.
- I will buy a mansion _____ I get rich.
- The landowner divided his land among the people _____ they had been disrespectful.
- He got the grand prize _____he is not happy.
- He did a philanthropic act _____ he has a big heart.
[transcriber’s note: this page is printed upside down; the boxes are transcribed below in upright reading order]
Answer Key
What I Know
Activity 1
- for
- and
- that
- when
- or
Activity 2
Answers may vary.
What’s More
| Set A | Set B |
|---|---|
| 1. b | 1. c |
| 2. d | 2. e |
| 3. a | 3. a |
| 4. e | 4. b |
| 5. c | 5. d |
What Can I Do
Activity 1 Activity 2
Answers may vary.
Assessment
Activity 1
Answers may vary.
Activity 1
Answers may vary.
Additional Activities
Activity 2
Answers may vary.
Possible answers.
- so
- if
- although
- but
- for
References
“Coordinating Conjunctions,” Accessed May 29, 2020, https://www.k5learning.com/worksheets/grammar/grade-5-coordinating-conjunctions-a.pdf
Traffis, Catherine. “What Is a Subordinating Conjunction?” Grammarly Blog. Accessed June 3, 2020, https://www.grammarly.com/blog/subordinating-conjunctions/
“Types of Conjunctions,” Accessed June 12, 2020, https://www.studyandexam.com/conjunction2.html
For inquiries or feedback, please write or call:
Department of Education –Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
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