 https://www.youtube.com/watch?v=4AyjKgz9tKg
 And, but, for, nor, or, so, and yet—these are the seven coordinating
conjunctions. To remember all seven, remember: FANBOYS
 Example: The fall leaves were bright and beautiful
 See, it combines “The fall leaves were bright” and “the fall leaves were
beautiful” into one
Use a coordinating conjunction when you want to give equal
emphasis to two main clauses. The pattern for coordination
looks like this:
 Main Clause + Coordinating Conjunction + Main Clause
The kid went on a drive. It was fun.
Example: The fall leaves were bright and
beautiful
 See, it combines “The fall leaves were bright” and
“the fall leaves were beautiful” into one
Some sentences are complex. Such
sentences have two clauses, one main [or
independent] and one subordinate [or
dependent].
After I ate the cookie, I burped.
I ate the cookie, so I burped.
 The subordinate conjunction has two jobs. First, it provides a
necessary transition between the two ideas in the sentence. This
transition will indicate a time, place, or cause and effect relationship.
 Example: My dog begins eating her dinner after I begin eating mine.
 My dog eats dinner > I eat dinner
After he stole the loaf of bread
 Remember, a clause must include a subject and a
verb
Pick three and write sentences with them:
 But it begins with a subordinate conjunction (after,
although, as, because, before, even though, if, since,
though, unless, until, when, whenever, whereas,
wherever, while) which means it cannot stand on
its own
 The second job of the subordinate conjunction is to reduce the
importance of one clause so that a reader understands which of the
two ideas is more important. The more important idea belongs in the
main clause, the less important in the clause introduced by the
subordinate conjunction.
 Example: As Samson blew out the birthday candles atop the cake, he burned the
tip of his nose on a stubborn flame.
 Burning his nose > Blowing out the candles
Make corrections to your original answers
based on your notes
Then on the back of your edit, come up with a
rule designed to tell you when a conjunction
is coordinating or subordinate.
Check your answers with another person at
your table group to ensure you’re right
 Coordinating: Daisy, my pug, loves having her head scratched but hates getting
her claws trimmed.
 Coordinating: I hate to waste a single scoop of home-made ice cream, for it is
tedious and time-consuming to make.
 Subordinate: We looked on top of the refrigerator, where Jenny will often hide a
bag of chocolate chip cookies.
 Subordinate: Marco begins to sneeze violently whenever he opens the door to
greet a fresh spring day.
 Coordinating: The bowl of squid eyeball stew is hot and delicious.
How did this affect the people close to her?
“If you’re not asking for help on a
lower level—high school, college—or
you’re not able to get help on a lower
level, at a certain point, you’re
probably going to stop asking”
Go around your table group. Each person
should read his/her journal entry to the
group.
Nominate one person to record the things
everyone included in their journal
entries, and the differences.
Read p. 79-85
Complete the comparison
worksheet