1. Subordinating Conjunctions

2. FANBOYS For And Nor But Or Yet So

3. FANBOYS For And Nor But Or Yet So FANBOYS are coordinating conjunctions. We often use them with a comma to make a compound sentence. Aunt Risa came over to hang out, and my parents went to a movie. Compound sentences are great, and they add more depth and interest to our writing than a bunch of simple sentences. But what if we want to add even more depth to our writing?

4. Subordinating Conjunctions AAAWWUBBIS As Although After While When Unless Before Because If Since Say them together a few times, until you can say them quickly and with rhythm!

5. Subordinating Conjunctions AAAWWUBBIS We use subordinating conjunctions when we write complex sentences. People sneeze in crowded elevators although it’s a disgusting habit. Spot was a decent-looking dog until he got the measles.

6. Subordinating Conjunctions AAAWWUBBIS Subordinating conjunctions help the reader transition between two ideas in a sentence. They usually show time, place, or cause and effect. Louisa will wash her dirty dishes when her brother Shane cleans his blue globs of toothpaste from the bathroom sink. Because her teeth were chattering in fear, Lydia clenched her jaw muscle while waiting for her turn to audition.

7. Subordinating Conjunctions and their functions Time After While When Before Since Until As soon as Cause/Effect Because So Now that In order that As if whether Condition Unless If While So long as Provided that Contrast Although Though Even though Whereas Even if Whenever

8. Subordinating Conjunctions AAAWWUBBIS Sub means below. (Submarine, subzero) Subordinating conjunctions can help a writer give more importance to one clause over another. The more important idea belongs in the main or independent clause, while the dependent clause is introduced by the subordinate conjunction. Nicky shook her head and sighed as she puzzled over the algebra problem.

9. Subordinating Conjunctions AAAWWUBBIS By making one idea dominant over another, by transitioning between ideas, and by helping us create complex sentences, subordinating conjunctions give our writing depth, variety, and rhythm!

10. Consider: My fire had burned down, and it left only a glowing red body of coals. I was on the point of getting up to rebuild my fire, but I heard what had awakened me. I could feel the strain all over my body, and my nerves grew tighter and tighter.

11. Now this one: My fire had burned down, leaving only a glowing red body of coals. I was on the point of getting up to rebuild my fire, when I heard what had awakened me. I could feel the strain all over my body as my nerves grew tighter and tighter. Did you notice a difference? Compare/contrast the sentences in your groups. How do conjunctions, sentence combining, and transitions work to make the second one more interesting?

12. Compound vs. Complex Sentences My fire had burned down, and it left only a glowing red body of coals. I was on the point of getting up to rebuild my fire, but I heard what had awakened me. I could feel the strain all over my body, and my nerves grew tighter and tighter. My fire had burned down, leaving only a glowing red body of coals. I was on the point of getting up to rebuild my fire, when I heard what had awakened me. I could feel the strain all over my body as my nerves grew tighter and tighter.

13. On your Warm-Up Card: 1. Read the sentences. 2. Write the conjunctions on your card. 3.Tell whether they are coordinating (FANBOYS) or subordinating (AAAWWUBBIS). 1. Papers flew as a gust of wind blew through the window. 2. I jumped up and tried to shut the window quickly. 3. I watch the news before I get dressed for the day. 4. I like to see what the weather will be like so I know what to wear. 5. Because I have perfect attendance, I get to wear jeans!

14. Combining Sentences: On-Level  Find a partner (or two).  One partner gets a sentence strip and writes the names of everyone in their group.  The other partner comes to me for a pair of simple sentences.  Combine the two simple sentences using subordinating conjunctions. Don’t forget about punctuation!  How many different ways can you write the sentence using the same conjunction?  When you are finished, compare your sentences with another group!  This is your exit ticket… make sure you are finished or you will have to come back inside!

15. Combining Sentences: Pre-AP  Find a partner (or two).  One partner gets a sentence strip and writes the names of everyone in their group.  The other partner comes to me to get an independent clause.  Add a subordinating conjunction and a dependent clause to make a complex sentence. Your sentences can be as crazy or funny as possible. Don’t forget about punctuation!  When you are finished, compare your sentences with another group.  This is your exit ticket… make sure you are finished or you will have to come back inside!

16. Activity (Pre-AP) Below are sentences from Lois Lowry’s The Giver that have been modified so that they are simple and choppy. Use subordinating (AAAWWUBBIS) conjunctions to combine the sentences into complex sentences. 1. Frightened was the way he had felt a year ago. An aircraft had overflown the community twice. 2. His sister, Lily, was at the Childcare Center. She spent her after-school hours there. 3. Occasionally, supplies were delivered by cargo plans to the landing field. Then the children rode their bicycles to the riverbank and watched, intrigued.

17. Activity (On-Level) You will need a half-sheet of paper. These sentences from Sharon Creech’s Walk Two Moons have been modified so that they are simple and choppy. Use subordinating (AAAWWUBBIS) conjunctions to combine the sentences into complex sentences (with one dependent clause). 1. The moving van arrived. Two men crammed our furniture into the tiny house. My father and I inched into the living room. 2. My mother seemed nothing like her parents at all. It was hard for me to imagine she had come from them. 3. No one commented on Phoebe’s mother going back to work. She sighed again and poked her potatoes with her fork.

18. Extra Credit/Enrichment In the book Walk Two Moons by Sharon Creech, the main character Salamanca moves to a new town. There she has to go to a new school, make new friends, and adjust to a new life. Write a short personal narrative about a time you had to start over in a new place, situation, etc. How difficult or easy was it for you to do that? What did you learn as a result of the change? You will need to use at least three coordinating conjunctions (FANBOYS) and at least two subordinating conjunctions (AAAWWUBBIS). Don’t forget your NAME, DATE and PERIOD!

19. Subordinating Conjunctions AAAWWUBBIS NOTES

20. Subordinating Conjunctions AAAWWUBBIS As Although After While When Unless Before Because If Since Say them together a few times, until you can say them quickly and with rhythm!

21. Subordinating Conjunctions We use _______________conjunctions to write ______________ sentences. People sneeze in crowded elevators although it’s a disgusting habit. Spot was a decent-looking dog until he got the measles. Subordinating conjunctions help the reader transition between two ideas in a sentence. They usually show _____________, place, or cause and ______________. Louisa will wash her dirty dishes when her brother Shane cleans his globs of toothpaste from the bathroom sink. Because her teeth were chattering in fear, Lydia clenched her jaw muscle while waiting for her turn to audition.

22. Subordinating Conjunctions and their functions Time After While When Before Since Until As soon as Cause/Effect Because So Now that In order that As if Whether Condition Unless If While So long as Provided that Contrast Although Though Even though Whereas Even if Whenever

23. Subordinating Conjunctions Sub means ____________. (Submarine, subzero) Subordinating conjunctions can help a writer give more importance to one clause _____________ another. The more important idea belongs in the main or ________________ clause, while the ______________ clause is introduced by the subordinating conjunction. Nicky shook her head and sighed as she puzzled over the algebra problem. By making one idea ___________ over another, by _________________ between ideas, and by helping us create complex sentences, subordinating conjunctions give our writing _____________, variety, and rhythm!