Before you teach — read this first
Grade 1 · Lesson 75 — All eight kinds of word
U1 · Level One — Parts of Speech · Interjections (6 of 6) · 10–15 minutes · 18 slides ·
Launch → I do → We do → You do → Closure
The grammar behind this lesson — read this before you teach it.InterjectionsWhat it is. An interjection is a burst of feeling dropped into a sentence. It is not grammatically attached to anything.
Why our test works. 'Could it stand on its own with an exclamation mark?' works because that is exactly what an interjection is — a word that carries feeling without needing the rest of the sentence. Wow! is complete; table! is not.
Leans on. Sentences. The point is that this word is the one piece that is NOT part of the structure.
Watch for. It is the smallest part of speech and children over-apply it to any word with feeling. The test is grammatical, not emotional.
What this lesson is
Lesson 6 of 6 on interjections. The single idea is: I know all eight, and I can put them in one sentence. The tool the children are handed is the question “Could it stand on its own with an exclamation mark?” — by the end of the topic that question, not the teacher, settles every case. Held constant today: MCT's own culminating task from p.109 — “make a sentence that has all eight kinds of words”. A review and a celebration; no new content at all. The worked example is built on Gee That is a surprise., ringing gee.
Why it matters — say this in your own words, about ten seconds.
“When we know words well, we can learn other languages too.”
A different reason every lesson, on purpose. It is not on a slide and it
is not a script — if you have a better reason today, use yours. What should land is the
idea, not a sentence they can recite.
Recall — sixty seconds, before anything new
Retrieve: Conjunctions · Adjectives + Verbs. Ask for it before you introduce anything, take the answers from boards rather than from hands so you see all thirty, and do not re-teach — note who has lost it and carry on. This is the middle of the launch: context, then this, then why it matters. Only what today leans on — a minute spent retrieving something unrelated costs the same and buys nothing, and the child who cannot recall the prerequisite is the one you will lose in the I-do.
How it goes
- Sixty seconds of retrieval opens it: “Yesterday: interjection, or just an excited sentence?. Quick — one together.” Same language as when it was taught, a new example. If the class cannot do this, that is today's real work — stop and reteach.
- Ten seconds on why it matters — “When we know words well, we can learn other languages too.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
- You name the one idea: I know all eight, and I can put them in one sentence. Then the plan — what it is, the question we ask, and that we will find them together.
- Then you do one yourself, on screen, one click per move: Gee That is a surprise. · the question · ring gee · name it an interjection. Do it exactly the way you want it done — this is the task they are about to do on their boards, not an easier one.
- You build the same thing on the board and leave it up for interjections. The four steps are identical in every lesson of this unit — sentence, question, test, answer — so the children read the method rather than the layout, and today's board shows Gee That is a surprise. still marked when they start work.
- The We-do runs 4 items on whiteboards — I think I see what you mean. (p.109), Two adverbs: She wrote quickly and we., They just show emotion. (p.107), These sentences do have all eight kinds of words, yes? (p.109). You are scanning for who applies the question and who is guessing from meaning; those look identical on a right answer and completely different on a wrong one.
- Exit directions in full, standing still, before anyone moves — Sheet and pencil · Ask the question on every item · Find the interjection in each one. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on The adverb literally means actually, not figuratively. — an item they have not met, so it measures rather than reminds — then the line they leave with: “An interjection shows feeling.”
- Watch for: Calls any exclamation-marked sentence an interjection — Lesson 74 tied the two together. If you see it: “Is the WHOLE sentence the feeling word, or just the first bit?” (Remedial sheet 18.)