October 23, 2018
|
by Jennifer Sobalvarro

Lesson plan

Parts of Speech: Interjections

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Grade Subject View aligned standards

Students will be able to use interjections in their writing.

(5 minutes)
  • Ask students to think about the times when they are emotional or really excited and have them share their experiences. Provide an example of when you felt a strong emotion to give them some inspiration.
  • Monitor if students use interjections in their responses and write those interjections on the board.
  • Use some of their responses as examples and add interjections to them. For example: "Awesome! I made the basketball team even though I got sick at practice. I can't wait to tell my mom." Tell students you used the word "awesome" to show your strong feelings about making the basketball team. Point out that you also added context for why the student was so excited about making the team.
(5 minutes)
  • Explain that there are eight basic parts of speech and one of the most fun can be interjections. Interjections show excitement or emotion and are usually separated in the sentence with an exclamation point, but can be separated by a comma. Emphasize that people use interjections to display strong emotions.
  • Display sentence strip number one and read it aloud. Point out the interjection "Ouch!" and explain how it’s connected to the book falling on the foot.
  • Think aloud the reasons why the student would use the interjection (e.g., pain) and add some more context to the scenario. For example: "Ouch! I banged my head on the side of the table! Now I have to go to the nurse and get a Band-Aid."
(8 minutes)
  • Display sentence strip number two and ask a student to read it aloud. Ask another student to find the interjection.
  • Tell students to brainstorm the context of the sentence in partners (e.g., "Now I cannot go to practice this afternoon until I do my homework over again."). Allow some students to share their explanations with the class.
  • Discuss that the comma in the sentence shows an emotion that is not as strong or surprising as students banging their heads on the table. Emphasize that people can use commas with their interjections when they want to show mild emotion too.
  • Distribute the Interjections worksheet and ask students what they see in the first picture. Brainstorm some interjections you can use for this picture (e.g., "Hooray!") and ask the students to write a sentence on lined paper to match the excitement of the picture.
  • Separate the students into A-B partners and ask them to write an interjection and explanatory sentence for the second picture. Choose two non-volunteers to share their answers.
(7 minutes)
  • Assign students the last two pictures. Tell them to write an interjection and a sentence on their lined sheet of paper that explains the significance of the strong emotion and choose a student to repeat the directions.
  • Choose a few volunteers to share their sentences when they're done with the assignment.

Support:

  • Provide any background knowledge they may need for the scenarios and allow students to act out some of the scenarios to increase their understanding of the context of the sentences.
  • Display a list of interjections you know your students understand to help them with their independent practice.

Enrichment:

  • Allow students to create a descriptive paragraph using interjections from the Three Cheers for Interjections! worksheet.
  • Provide additional practice with the Interjections 2 exercise.
(3 minutes)
  • Write these three scenarios on the board:
    • You’re in a new school and you don't know anyone.
    • Your best friend’s birthday is today.
    • You forgot your lunch money at home.
  • Ask students to choose a scenario. Instruct them to use an interjection and write at least two sentences related to their chosen scenario.
  • Treat their oral responses, sentences from the Interjection worksheet, and their exit tickets as a formative assessment of their ability to use interjections effectively.
(2 minutes)
  • Allow students to share their writing response from the formative assessment section and share their favorite interjections.
  • Tell students that while we study verbs, nouns, and adjectives, often another great option to remember is using interjections in situations where they feel strong emotions.

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