5

English
Quarter 1 – Module 4
Lesson 3: Composing Clear and
Coherent Sentences Using
Coordinating and Subordinating
Conjunctions
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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 5

English
Quarter 1 – Module 4
Lesson 3: Composing Clear and
Coherent Sentences Using
Coordinating and Subordinating
Conjunctions
Introductory Message
For the facilitator:

Welcome to the English 5 Alternative Delivery Mode (ADM) Module 4, Lesson

3 on Composing Clear and Coherent Sentences Using Coordinating and
Subordinating Conjunctions!

This module was collaboratively designed, developed, and reviewed by

educators from both public and private institutions to assist you, the teacher or
facilitator, in helping the learners to 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.

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.

ii
For the learner:

Welcome to the English 5 Alternative Delivery Mode (ADM) Module 4, Lesson

3 on Composing Clear and Coherent Sentences Using Coordinating and
Subordinating 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 The activity in this part is designed to check

what you already know about the lesson. If
you get all the answers correct, 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 section, the new lesson will be

introduced to you in various ways such as 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 of the
topic. You may check the answers to the
exercises using the Answer Key found at the
end of the module.

What I Have Learned This part may require you to answer

questions or complete statements to help you
see a summary of what you have learned from
the previous sections of this module.

What I Can Do This section provides an activity which will

help you apply your new knowledge or skill
into real-life situations.

Assessment This section tests your level of mastery in

realizing the objectives of the lesson which
are based on the learning competency.

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 Additional Activities In this section, 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 the References which contains the
list of all sources cited or used as a guide in developing the material.

To get the most out of this module, you should take note of the following
reminders:

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 each task 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 they are there
to help you.

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

iv
 What I Need to Know

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.
-

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 What I Know

Activity 1
Directions: Fill in the blanks by picking the appropriate conjunction from the box.
Write your answers in your notebook.

for that when and or

1. The OFWs are still in Manila __________ they are not allowed to leave.
2. To ensure our safety, stay home ________ wash hands frequently.
3. Doctors say _______ COVID 19 will last for a few years.
4. Airports, terminals, and malls __________ the president declared the ECQ.
5. 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.

1. _____________________________________________.
a. The Philippines declared an Enhanced Community Quarantine (ECQ) to
fight the coronavirus.
b. COVID-19 cases are still rising each day.

2. _____________________________________________.
a. Many people with the coronavirus don’t have symptoms.
b. COVID 19 is difficult to track and stop.

3. _____________________________________________.
a. Let’s support our health workers.
b. They will be able to fight the disease better.

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 Composing Clear and Coherent
Lesson
Sentences Using Coordinating
3 and Subordinating
Conjunctions

What’s In

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
clear.

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 this one next.

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.

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 What’s New

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

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.

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Conjunctions – What Are They?

There is one class of words in the English language that acts like a bridge.
This is the conjunction. A conjunction is a 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:

1. Words
- Manny Pacquiao Manny Pacquaio or Coco Martin
- Coco Martin

2. Phrases
- Contact tracing of suspected Contact tracing of suspected
patients patients and rapid testing of
- Rapid testing of frontline workers frontline workers

3. Clauses
People are afraid to go out. People are afraid to go out because
The coronavirus is spreading. 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 conjunctions around helps you express your
thoughts better.

Now that you have seen the basic process in which conjunctions combine
words, you are now ready to study its 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.

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 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.

1. A bowl of ‘ginataan’ is sweet and delicious.

2. A hot ‘lomi’ can be eaten using a fork or spoon.
3. Mona went to school, but no one was there.
4. I don’t waste a single drop of my vitamins, for it is expensive.
5. Lily ignored her ice cream, so I ate it myself.
6. My lola doesn’t love yellow, yet she always waters her sunflowers in the
garden.
7. 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.”

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 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.
(MOST IMPORTANT IDEA) (LESS IMPORTANT IDEA)

If you don’t study your lesson well, you will have a failing grade.
(LESS IMPORTANT IDEA) (MOST 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 the most important
idea while “If you don’t study your lesson well,” is the just the second most 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 than
although though
as till
because unless
before until
if whenever
only where
since wherever
that while

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 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. Jim Reeds 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 d. for he will finally see Anadine
sword out of the rock, Ilustre.
5. Obey the law, e. but it did not budge.
f. so he became a Super Saiyan

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 a. although he worked hard

eagerly _______________
b. because she had lost her golden
2. This is the place ____________ chain

3. _________________, he remained
c. while the leader was speaking
poor.

4. She began to cry ____________ d. when she learned that I lied

5. ______________, she became e. where I left my bike

angry.

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 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. Be careful not to confuse 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 a composed of letters that
represent 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: Find the conjunctions used in the following sentences. Write them in
your notebook.
1. Maria swims like a shark, for she swims very fast.
2. Leisure is a thief, so spend time wisely.
3. You will live long if you honor your parents.
4. Since he forgot his key, Dante can’t enter the room.
5. The students played inside the class while the teacher was away.

Activity 2
Directions: Connect the sentences below by filling in the appropriate conjunction
from the following choices: and, nor, but, and so.
1. I love music, ______ father enrolled me in the piano lessons.
2. I dreamed to become a pianist, _______ I ended up as an encoder.
3. We wanted to have our own piano, _______we could not afford to buy one.
4. Our parents could not even buy a guitar_______ a drum for my younger
brother.
5. I joined a church choir________, I served as a vocalist of Rivermaya.

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 Assessment

Activity 1

Directions: Combine the two sentences into one longer sentence using the given
conjunction. Make some changes and add correct punctuations when necessary. To
guide you in the activity, the first pair of sentences has been done for you. Write your
new sentence in your notebook.

1. Lebron James is an NBA player.

Kevin Durant is an NBA player, too. (and)

ANSWER: Lebron James and Kevin Durant are NBA players.

2. Do you like a laptop?

Do you like a tablet? (or)

ANSWER: ____________________________.

3. Naruto can create multiple clones.

Naruto can summon a gigantic toad. (and)

ANSWER: ____________________________.

4. The Burning Legion invaded Azeroth.

The Burning Legion were defeated by the Night Elves. (but)

ANSWER: ______________________________.

5. Public transportation is limited.

Many people are stranded in Manila. (because)

ANSWER:

6. A vaccine or medicine is found.

Our life will only go back to normal. (if)

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Activity 2

Directions: Compose five sentences using the coordinating or subordinating

conjunctions. Use the specific conjunction required in each item.
1. and
2. but
3. or
4. since
5. until

Additional Activities

Directions: Read the statements carefully and supply the correct conjunction that
best suits each sentence. Do this on your notebook.
1. I cooked fast ________ you can eat right away.
2. I will buy a mansion ________ I get rich.
3. The landowner divided his land among the people ________ they had been
disrespectful.
4. He got the grand prize ______he is not happy.
5. He did a philanthropic act ________ he has a big heart.

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 12
What I Know What’s More
Activity 1 Set A Set B
1. for 1. b 1. c
2. d 2. e
3. a 3. a
2. and 4. e 4. b
5. c 5. D
3. that
What Can I Do
4. when
5. or Activity 1 Activity 2
1. for 1. so
2. so 2. but
3. if 3. but
Activity 2 4. since 4. nor
5. while 5. and
Answers may vary.
Assessment
Activity 2
2. Do you a laptop or a
tablet? Answers may vary.
3. Naruto can create clones
and summon a gigantic
toad. Additional Activities
4. The Burning Legion
invaded Azeroth, but they
were defeated by the Night Possible answers.
Elves.
5. Many people are stranded
in Manila because public 1. so
transportation is limited. 2. if
6. Our life will only go back 3. although
to normal if a vaccine or
medicine is found.
4. but
5. for
Answer Key
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

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