Lesson plan

Imaginative Interjections

Imagine what that interjection might be! As students learn about the purpose and use of interjections, they will use their imaginations to match interjections with a variety of emotions.
Grade Subject View aligned standards
  • Recognize the purpose and function of interjections.
  • Choose interjections that match the context and feelings of the writer or speaker.
(5 minutes)
  • Lead the students in a brainstorm of words that match common feelings of joy, sorrow, surprise, and other emotions (e.g. overjoyed, heartbroken, astounded).
  • Tell the students that they will be learning about interjections and how interjections are used in writing.
(10 minutes)
  • Tell the students that interjections are words that individuals use to express strong emotions.
  • Explain to the students that interjections are different from adjectives that describe feelings. Interjections are the spoken words or sounds.
  • List emotions such as joy, sorrow, surprise, anger, discontent, and approval on the board.
  • Using several types of interjections that match these categories, write or draw a brief context for each emotion. For example, you might consider using the following pairs of emotions and interjections: joy (hurray!), sorrow (ouch), surprise (oh!), anger (grr), discontent (ugh), approval (bravo).
  • Show the students how the interjections match each example.
  • Explain how the interjections can be used in context with a matching punctuation mark (period, comma, exclamation mark, question mark).
  • If desired, invite students to participate in this part by acting out or pantomiming some of the examples that you have shown the class.
(15 minutes)
  • Distribute one piece of folded paper to each student and ask the students to use a pencil to draw along each fold on the paper so that there are six different sections.
  • Invite students to label each rectangle with an emotion of their choosing (e.g. joy, sorrow, surprise, disapproval, satisfaction, approval). If desired, you can ask them to use the back of the paper to include additional emotions.
  • If desired, pair students or assign them to small groups.
  • Challenge the students to think of examples of interjections that match each emotion, creating an illustration and speech bubbles that include appropriate interjections. If desired, post a comprehensive interjection list, written on chart paper, at the front of the room for students to reference as they work.
  • Circulate around the room, assisting students as needed.
(15 minutes)
  • Ask students to complete the Interjections: Pairing Feelings and Words worksheet.
  • If desired, prompt students with sample contexts.


  • If students have difficulty attributing various interjections to specific contexts, give the students a sample context and a choice between several words. Write these words on a sticky note and place it on the students’ desks.


  • Lead the students in a brainstorm of when several types of interjections can be used. Invite students to create individual comic strips, complete with speech bubbles, that include interjections of various forms.
  • Give the students the opportunity to create digital cartoon strips that include interjections in the conversations.
(5 minutes)
  • If using an interjection reference chart, remove this from the wall.
  • Give students several feelings (e.g. scared, excited, surprised) and ask them to name a corresponding interjection and use it in context.
(5 minutes)
  • Place the emotions index cards in various places around the room.
  • Distribute one interjection index card to each student.
  • Give the students a few minutes to mingle around the room and locate the emotion that matches their interjections.
  • Invite students to share how interjections can be used to convey the special meaning of certain emotions.

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