Christmas Cracker Content!

Christmas Crackers have always entertained my friends from other countries! They love them! This year I thought we could make a simple UKS2 lesson on similarities and differences in Christmas traditions and add a focus on sentence structure and grammar too.



We are going to create a box set of christmas crackers - each containing a full sentence made up of a part of the verb "to have", a noun and an adjective.The noun and the adjective are the surprise content of the cracker and the children are going to be able to determine the content! 

In this activity children will be practising

• nouns, 
• adjectives and adjectival agreement 
• and the verb "to have"

You may want to practise the verb "to have" before you attempt the activities below.Here is a festive approach to practising the verb "to have"Christmas Cracker and Christmas Carol style !
Christmas Carol Verb Singers






You will need Christmas crackers made as follows for this activity:

Plain card tempates - two per cracker.

First template is the base, 

Second template is cut in to three sections - two ends and a middle.

On the left hand end write part of the verb to have.

Gather all the right hand templates together and also make a pile of the centre sections you put to one side.

On each of the right end templates you are going to write adjectives that agree with the nouns you will write on the centre sections .

The activity

The children are going to be able to select a noun and an adjective that agrees with the noun to complete the class "Christmas Crackers" .

Each noun should be a festive object and you should aim to have examples of masculine and feminine singular nouns and plural nouns too.

Randomly place the christmas crackers with the parts of the verb on the board 

Can the children help you to create a Christmas box of crackers - so that the crackers on the board are in paradigm order?

Now ask the children to select nouns for each cracker (perhaps even the objects you find as presents in the cracker or characters and objects we associate with Christmas).

Can they now add the correct adjective- remind them that the spelling of the adjective must suit the noun they are describing!

Blu-tac the noun and the adjective to the cracker selected by the children

Can you make a box set of crackers each with the object and its description!

Time for your own crackers! 

Ask the children to design and create their own "Christmas Crackers Selection Box" ,creating their own full sentences and adding a picture of the object on the reverse of the cracker. 

You can support children by allowing them to use the language you have practised or you can stretch children by asking them o think of their own objects , find the noun and describe the noun with their own choice of adjectives.

Christmas Carol Verb Singers!

This activity is a stand alone activity or can be part of the Christmas Cracker lessons for UKS2
The aims of the activity are to practise the parts of the verb "to have" and create a simple carol performance in which children identify the singular and plural forms of the present tense of the verb"to have".




You will need to introduce or revisit the verb "to have" :christmas cracker style! 

• Draw  8 2D Christmas Crackers on festive paper and the same on plain card.
• Cut out  the shapes.
• On the plain paper in the centre section , write one part of the present tense of the verb paradigm  "to have" in  the target language.
• Cut the festive paper crackers in half.

• Stick the outer edges of one of the festive Christmas cracker on to one of the plain paper crackers - so that the festive cracker can open and shut in the middle.
• Put the finished festive crackers on the board. 
• Ask volunteers amongst the children to select a cracker.
• Open the cracker with the children.

• Look at the phrase written in the middle. Do the children recognise any of the phrases?Can they identify that hes phrases are parts of a verb?
• Can they help you to organise the crackers in to a paradigm of the verb (singular line of crackers and plural line of crackers) ?
• (You may need blu tac to keep the festive crackers shut when you want to conceal the phrases written on the plain paper).

A Christmas Carol 

• Practise the verb "to have" in the target language by opening the festive crackers one by one from the top of the singular line through to the bottom of the plural line of crackers.
• Can the children see any patterns emerging? 
• Hum with the class the tune of "We wish you a Merry Christmas". Pause occasionally and select a festive cracker.Can the children remember the phrase that is inside the cracker?
• In pairs ask the children to try to fit the paradigm of the verb "o have" in the target language to the tune of "We wish you a Merry Christmas!"(It will work in French,Spanish and German if you make it a "merry" and sometimes "exagerated" sounding song").
• Ask volunteers to share their songs.Select a class favourite from the songs.
• Now practise the song as a class group of carol singers!

• Make it a Christmas Carol singer performance- ask the children to stand in rows of six making a crescent shape.
• Sing the chosen version of the "to have" Merry Christmas song and ask the children to shake hands with one person on the left or right on singular parts of the verb and to cross arms and join hands with partners on either side and shake hands ,standing in their rows for the plural parts of the verb

Christmas heroes!

My previous blog post about Mog the hero of the Christmas night has got me thinking!


What about creating descriptions of christmas characters as heroes of the celebrations?
we can explore the verb "to be" , adjectives and the agreement of adjectives with the masculine and feminine characters!


Step One 

• Show the children part of the clip of Mog saving the Christmas celebrations in the Sainsburys advert for 2015 or discuss with the children what Mog has done to save the celebrations without viewing the clip.
• Discuss how this makes him  a hero!

Step Two 

• Brainstorm or share adjectives with the children in UKS2 that we associate with heroes.
• Look for cognates and semi cognates 
• Check for false friends

Step Three

• Write them super hero style in the sky - so the children are looking at the spelling and practising the spelling

Step Four

• Show the paradigm of the verb to be to the class.
• Practise saying the verb "super hero" style
• Idenitify the parts of the verb yoou will need to say "He is...." and "She is..."
• Ask the children to tell a partner a super hero sentence for Mog in the target language and then to write  the super hero sentence in the air. 
• On the board with the class write 5  "Mog the super hero sentences" - use the "He is ..." part of your paradigm of the verb "to be" plus five of the adjectives you have been investigating
• You could stop here and create Mog the superhero christmas posters or .....
• Ask the children to create a poster about their own superhero character (Rudolph the reindeer or Father Christmas or a Christmas elf- the character must be a masculine noun.Again you could stop here and create your own super hero posters or .........

Step Five 

• Introduce the Christmas fairy .(This must be a feminine noun). 
• Using the "She is ...." sentence from your paradigm above and the adjectives you used to describe a super hero,write some super hero sentences for the fairy on the board.
• Can the children read the sentences with a partner
• Can the children in pairs now say the sentences in their own preferred order for the Christmas fairy from most true to least true
• Can they cross refernce the sentences abouty the Christmas fairy and one of the masculine christmas super heroes you have prepared sentences about (see above).Can they spot the spelling changes to the adjective?

And now using the People Pillar Poem activities from blogpost in May 2015 you could  create your  own Christmas superheroes pillar poems and 3D characters !Ths time focus on the 3rd person singular of the verb to be and the correct agreement of the adjectives to describe the character's super powers! 

People pillar poems and template

Creating Characters and being Junior Judges on Strictly!

I love Strictly! We have used Stictly before in our network - a couple of schools created dance routines with directons, counting and commands.It worked really well.

Joanne, my associate colleague set up a Stictly Come Dancing Judges panel with numbers and personal info introductions too!

This year I am certain that children would love to become target language "Junior Judges"- just like the ones on the real programme.Watching "Strictly It Takes Two" I realised how we couod easily use this idea with children talking in the target language.

We will practise the verb "to be" and nouns.Add interesting adjectives and we could make similes too!
It's a simple but topical way of creating descriptive sentences, practising the verb to be and looking up and using nouns too and writimg,reading and saying out loud sentences in the target language!Oh and don't forget the children in the class will have to listen to each other too!

The tools we will need to be junior judges!

• We need to consider which parts of the paradigm we will need to describe pictures of dancers.  
• Firstly we need to practise the verb "to be" and selecting and placing the correct parts of the paradigm of the verb "to be" under dancers pictures "he...."/"she......"/ "they (male)......" they (female)....." and "they (male and female).......
• Secondly we need to investigate nouns we may like to use to describe dancers and the characters they are portraying.Let's collect useful nouns  from our bilingual dictionaries: ( pirate/ princess/ fairy/wizard/cyclist/penguin/bear/gentleman/ lady/ fruit seller etc).I would show the children some clips of the dancing from Strictly come Dancing or you could show picures on screen of soke of the dancers in outfits etc- Movie night or Halloween night would be two good themes.There are plenty of pictures out there on the internet too to use...... 
• Now let's play Simon says with the nouns and add actions and freeze frames

Judge the dancers!

• Why not show the children a couple of the dancers and the dances and let the children write out a descriptive sentences about the characters in the dances e.g "He is like a pirate" or "They are like monsters" etc
• Why not additionally or alternatively make it a guessing game.One person reads out the sentences he/she has written and the  rest of the class must guess who the sentences desctribes from the people in the show.

People Pillar Poems

You could always finish off the activity by creating some of my People Pillar Poems- using the characters from the dances....as both a writing and 3D display activity.Thanks to Clare Seccombe for the template!

Take a look here 

People Pillar Poems and template

Autumn descriptive sentences with the verb" to be ".

It's just a pile of Autumn leaves- or is it? In this pile are many messages both spoken and written.Let's explore!

Take a variety of Autumn leaves and create explorations of sentence structure and creative comparisons! Here is the second blog post....Take a look here at the first blog post Autumn word sort and game
 My Autumn leaves pile allows us to explore sentences and to say and write sentences of our own and create a decriptive comparison of Autumn.

Each leaf shape represent a structure within a sentence.
In this activity the leaf shapes represent the following:

An Autumn noun: a leaf,fruit (s), vegetable(s), animal connected with Autumn (e.g squirrel,hedgehog,bird)

Part of the present tense of  the verb "to be "  in the target language

An adjective to describe our Autumn noun

You may at this point want to play the gathering game from the previous blog post Autumn word sort just  to gather nouns and adjectives and as a class to identify parts of the verb "to be" and the verb "to have".

Autumn twig sentences 

Can the children on mini whiteboards write their own Autumn sentences: a sentence using the verb "to be"  (noun,verb,adjective)

The sentence can be checked orally with a partner or the class and then the children can transfer their spoken sentences to their own visual display sentences.These are twig sentences to go on our class display of the verb "to be " Autumn tree.Take a look here:

Verb to have and verb to be.World Rugby Chants

Last year we talked alot about paradigms of verbs - well here is a topical and current way to introduce or practise the verbs "to have" and "to be in the target language.
Julie Prince visited us here in Warrington and we created a song version of the paradigm of the verb "to be"!  

Show the children the Haka performance from the All blacks team 
The children need bilingual dictionaries so that they can look up key vocabulary (kit, equipment and personality characteristics)

Divide the class into groups with sufficent children spo that they can perform the paradigm of the verbs.
Ask the children to think of items of kit and equipment that a rugby player will need ( boots, socks, shirt, shorts, gum shield, rugby ball etc)
Now the children can create their paradigm chant of the verb to have - with rugby kit 

Repeat the activity with the verb to be and the characteristics of a rugby player (strong, fast, brave, quick,tactical, powerful, etc)

It's a conversion! Rugby World Cup Grammar Challenge

Just a simple game but one I think that some classes will really enjoy! 
How many conversions can a team of children successfully achieve during a focus on grammar in the target language.
Each successful conversion is worth 2 points!

Pick your realistic and stage appropriate grammar focus - nouns, adjectives or present tense verbs!

Now the game is on!

The Rules of Rugby Conversion Grammar

• Each team should have four players (differentiated ability)
• Each player must particpate fully and be involved in the structural change to the noun, verb or adjective.
• Each player needs a small whiteboard and pen or pieces of paper.
• The teacher must set each team a similar challenge with a different item of vocabulary (see below)."The conversion challenge"
• Ask each team to convert the piece of vocabulary in front of them so that it can be used in a different way ( see below).
• Each team player must use their whiteboard or a piece of paper to write or demonstrate pictorially part of the change  to the piece of vocabulary"the conversion "so that it completes your conversion challenge

Possible Conversion Challenges 

With nouns (select an appropriate challenge for the level of your learners)

• Change a noun  and its article from definite to indefinite article and noun
• Change a singular noun to a plural noun
• Find out in the bilingual dicytionary if a noun is masculine or feminine and write it out with a definite artilce and an indefinite article

With adjectives (select an appropriate challenge for the level of your learners)

• Place a correctly written adjective in the correct place in a sentence with a noun
• Write accurately an adjective with a noun that is a feminine noun- expect agreement
• Show the different spellings of one adjective if it is used with a masculine singular , masculine plural , feminine singular, feminine plural noun. 

With verbs (select an appropriate challenge for the level of your learners)

• Spot a verb in a written sentence
• spot an unfamiloar verb in a written sentence and then find its meaning in a bilingual dictionary and write out the infinitive 
• Take an infinitive and write out the first person singular (etcetra) 
• Change an answer using a verb to a second person singular question
• Write a correct sentence using a modal verb and the infinitive of another verb

Let the Maori Masks Speak!

The Rugby World Cup starts on 18 September and as Warrington is just down the road from Manchester, one of the cities hosting matches for the competition, it is a brilliant opportunity to celebrate the sport and languages. 
For European Day of Languages (the week after the start of the Rugby World Cup) this year our theme is "Faces tell a story" and that's why I have specifically singled out "Maori Masks"as a starting point.

Take a look at the mask - just what is the mask telling us?


I selected this mask because of the markings and the shape. I wanted a mask that was long and almost oval like a rugby ball and I wanted a mask that had markings which could be seen as pencil or pen marks or brush strokes.

We can explore commands linked to physical and sporting actions and create Maori masks that speak for us.

Before you start:Set the scene
Discuss with the children the game of rugby and the physical actions that take place on the pitch (throwing a ball, catching a ball, sliding across the ground, tackling,lifting up players, jumping over ,scoring a try).
Note down the verbs as you discuss or share these .Can the children identify these words as parts of verbs? Can the children help you to make commands of these words in English?

Step One 
In the target language explore using physical actions and the key commands,the sound of the words, the action associated to commands and the shape you may make to complete the action,using commands such as:

throw/catch/jump/bend/run/lift/score/slide

Step Two

1. Working with a partner,ask the children to create one flowing physical sequence of movements, using ansd saying the target language commands you have practised.
2. The children could add the use of percussion instruments to represent the physical movements too. (I can think of colleagues I work with , who would develop this activity further and create dance sequences using the target language, the movements and percussion instruments).
3. There is an opportunity here for volunteers to share their sequences with the class.  

Step Three

1. Share with the children the Maori Mask picture.
2. Explain that the masks tell a story and pass on a message.
3. Share with the children some simple pencil or felt tip markings on a paper oval face shape of your own.These markings must represnet two or three of the commands you have practised with the children .Can the children guess which command each marking represents? 
4. For example you may have a swirly marking with an arrow upwards to represent "lift"  or an exclamation mark to represenet "score " etc.

Step Four

1. Give out pencils or felt tips and A4 card.
2. Ask the children to draw a large oval shape on the card.
3. Can the children design their own Maori masks with markings in pencil of felt tip that convey the sound of the words, the action associated to commands and the shape you may make to complete the action that you have been exploring.

Before the children add the actual written word, can another child in the class look at the mask and from the pencil markings identify which command each marking represents?

Now ask the children to add the letters of each command in a different coloured pen along the marking they have selected for the actual command.

One more possible step :A Group Command Haka Performance

• Create simple masks of the card oval Maori mask drawings.
• Can the children in groups of six create a sequence of movements using spoken target language words,where each child individually says and acts out their commands as they have explored and drawn them?
• The children can decide whether one group member is in charge of percussion instruments too!
• Children can perform these "command hakas" for the class or for a class assembly. 

  

Physical Tour de France Grammar Game !

The class need to decide on three symbols to represent nouns, adjectives and verbs.

Stand up right for a noun, wiggle your body for an adjective and pump your arms for a verb 

(just like you would have symbols in Charades for book, film, musical etc).

Warm up the class first -

• Show the written word for a noun (discuss this) and ask the children to show you the correct actions
• Show the children the written word for a verb (discuss this) and ask the children to show you the correct action
• Show the children the written word for an adjective (discuss this) and ask the children to show you the correct action.
• Show the same cards again but don't say of these are nouns/verbs or adjectives.Ask the children to demonstrate the action. they think matches the word type.

Divide your class into “Tour de France t-shirt teams- different coloured t-shirts . No team should be le maillot jaune/la camiseta amarilla or das gelbe Tshirt. This one is for the winners at the end of the game! 

Let’s brainstorm nouns, adjectives and verbs that we associate with sport and particulary with the Tour de France. You couod suggest that the children check and access these in the target language in bilingual dictionaries first!

Here are some to start us off  ……….

Nouns Cyclist , bike , wheel, tyre, puncture , race ,helmet , t-shirt , shorts ,road ,city ,start, finish ,speed, power….

Adjectives fast , fit ,tired, thirsty, determined , exciting, powerful , competitive ,breathless,sporty

Verbs to push , to pedal ,to race ,to compete, to challenge , to cheer, to watch , to participate, to win , to lose , to pass , to crash, to celebrate

Put the individual words as written target language words on to cards in a bag.Select five nouns, five adjectives and five verbs .

Check that the children have had time to look at and remember the meaning of the words with a partner in their team before you put the words in the bag. 

Rules of the team competition!

1.  A volunteer  from a team selects a word from the bag and decides if it’s a noun, an adjective or a verb. 
2. They must mime the word type action to their team.
3. The team receive one point for guessing this correctly
4. The volunteer must mime the meaning of the word- one more point for the team if they can guess and say it in the target language.
5. If you play this UKS2 Year 6 or with KS3  there are two bonus points if they can put the noun or the adjective in to a simple sentence e.g the helmet is blue (etc)
6. There is one more bonus point if the team can create a first person singular present tense statement if the volungteer has pulled a verbmout of the bag! (e.g. I push , I pedal, I race etc )? 

Envelope Explorers of the Near Future

I bought some cards recently in France and they came with their own envelopes - which were just as wonderful as the pictures on the cards inside!.
Take a look at the envelope on the left !
I like the envelope because it prepares you for the message that could be possibly inside .
It allows you to get ready to open the envlope and imagine the message inside too!

So take a look at the envelope again and think....
What can you see?
What type of day is it?
Where are the people?
What are they doing?

Activity One :All about the envelope and setting the scene
Above we have our "Talk Prompts"
Give the children time to gather the language they need to try to convey the responses to the questions you are going to ask them about the envelope.This could be a group,pair or individual activity.These answers will be present tense of course.





Activity Two: All about the invitation in the envelope
Now prepare for the invitation inside the envelope.
Explain to the children that inside is an invitation and the picture on the envelope gives the class a clue as to the verbs we might find inside the envelope.In this instance it will be verbs we asscoiate with the seaside- to swim, to play football , to build a sandcastle , to have a picnic, to sunbathe, to eat an ice cream ......
The invitation is a suggestion of what you will be doing so discuss how we use the phrase "let's go....the verb describing the activity"
Ask the children to decide which verb (so which activity) they want to put in the envelope.Again this could be a pair or individual activity and could involve the use of bilingual dictionaries.
Invite children to suggest the verb they want in the envelope and write it out ,show the class and pop it inside the envelope.To go in the envelope it needs to be the infinitive of the verb- ask the class to help you check it is an infinitive that is written on the card before it goes in!

Activity Three: An invitation to the near future!  
One by one take the cards out of the envelope and play a game of charades with the class.Can they guess the target language infinitive?
Once the class has guessed the infinitive correctly add it to the invitation list.
The invitation list is basically the list of infinitives underneath the heading "Allons" (French) or "Gehen wir..." or "Vamos" (Spanish) ....let's go ....!
Practise forming the near future tense with the title of the invitation list and the infinitives.
Can the children write out clear invites- a sentence made up of 1st person plural of the verb "to go" in the target language and the infinitive of their choice.
Pop the invitation card sentences back in to the envelope.

Activity Four :Envelope Explorers - over to you!
Each child is now the creator of an "envelope to explore" for another child.

Step One 
Think of a scene - draw/paint the front picture on your envelope of this scene.
A birthday?Christmas? A party? A football match? A walk on the countryside?

Step Two 
Add infinitive verb cards in the target language that you associate with this scene in to the envelope.

Step Three
Pass the envelope to a partner.
Can the partner write a list of the infinitives they anticpate will be in the enevelope?

The partner can then open the envelope and see if the verbs are already written on verb cards inside the envelope.If they have thought of additional infinitives then these should be added,written on card and placed inside the envelope.

Step Four
Pass the envelope back to the designer of the envelope.
Can  the child now write full sentence near future invitation sentences to go in the envelope using the infinitives that are in the envelope?

Step five
Invite volunteers to share their envelopes with the class.
Ask the class to suggest possible infinitves that may be in the envelope
Ask the volunteer with the envelope to rread out some of their near future invitation sentences from the envelope.

Step six - celebrate the work!
Make a display of the envelopes and allow the children to open the envelopes and see what invitation sentences are written in cards inside.

Or create talking envelopes
Record the children sayimng their sentences using either a QR code or Chatterpix.
Play these back for the class! 

Summertime Special Days' Suitcases

Summertime is one of those wonderful themes that allows us to explore so much language with children :going to the beach , the countryside, picnics, playing outside at the park,a day at the zoo etcetra!  
I have used this opportunity to focus on:

Reading and looking for language we already know and investigating nouns and verbs as infinitives that we may not know

The use of the near future in a target language . In fact here is a question.... can our young learners define for us first of all how we pass on a message in English that is on the near future? In fact what is the "near future" and why is it so useful ? (I am going to .......)







It's a chance maybe as well to explore

• bilingual dictionairies
• paradigm of a common verb (to go)

And we can produce an outcome that shows how we have been practising reading comprehension skills.

The sequence of activities is based around three types of cards:

• noun cards

• near future verb sentence cards

• short text cards using the verbal phrase "there is/are and nouns"

an empty cut out card suitcase template that opens up as a book.

Step One 

• Decide upon your contexts.(I chose : the zoo, the playground, the picnic, the beach and the countryside)
• Create your noun cards
• Write the each noun that describes the context on a card.These are your "noun cards"
• Write full sentences using the first person plural of the verb "to go" in the target language - so that you have written "Let's go + an activity that describes the noun and the context.I have tried to differentiate the challeng by writing some of these sentences with less familiar language than others.Write these sentences on individual cards - these are your "near future sentence cards"
• Write out a short text using "there is/are" in the target language and selection of familoar and unfamiliar nouns of objects you may find , take or use in the specific context.These are your "short text cards".
• You will need a set of cards per two children on the class

Step Two 

• Ask the children to be explorers of "summertime special language".
• Can the children working in pairs to look through the cards
• Can they spot cards that just have "nouns" on them.
• Ask the children to see iof they recognise these nouns or do they need to investigate them further using a bilingual dictionary?
• Have a time limit to this activity and take feedback afterwards.What do the nouns mane in English? Does everyone agree?
• Ask the children to see if they can sport the other cards in to two piles- don't give them any other information.Again set a time limit suitable to the class
• Take feedback how have they sorted the cards? discuss why- e.g each card in one pile starts with the same two words (in this case nous allons...) or each of the cards starts with "il y a".
• Discuss with the children the meaning of for example in French "nous allons" on the near future verb sentence cards
• Discuss with the children the dual meaning in English of for example in French "il y a "( there is/are"). 
• Ask the children to investigate the cards further and see if they can find out what the whole message on each card is telling them? Again set a time limit and allow them to use a bilingual dictionary and then take feedback.
• Play games of charades or Simon Says based on the verbs and nouns they have explored and fed back to you.

Step Three

• Can the children in pairs put the cards in to family groups ? They need a noun,a near future verb sentence and a short text card.The three cards shpuld make a complete descriptive text : noun (context) , near future verb card(what we are going to do etc) , short text card (what we take,eat,use etc)
• Ask the children to share their decisions with a second group.

Step Four

• Ask the children to make their summertime special suitcases.
• Each child should make at least two suitcases
• Now you have choices:

1. Children can select and stick the cards on to their suitcase templates
2. Children can write out the phrases using writing prompts that have parts of the sentence removed
3. Children can try to write their own sentences from memory based on the cards they have been investigating

The front of the suitcase conveys the context

The inside of the suitcase tells us what we are going to do and some more details about the activity

And finally - don't forget the all important pictures on the reverse of the suitcase...to share with us the possible activities we can take part in based on the text the children have investigated!

Making a statement to describe jobs and roles in the future with Year 6 leavers

As our KS2 Year 6 get ready to leave primary school, next half term could be a wonderful time to ask them to reflect on what they want to be in the future.

It is also a time to celebrate what they can now do in a foreign language. 

Last week in Spain I found this wonderful book and it gave me an idea about how we can could create similar books with our Y6 language learners in all languages! 

They can demonstrate  how they can now use a bilingual dictionary to access the language they want to use.They can show how they can manipulate simple sentence stucture , nouns and present tense verbs too!

The book is made up of pictures of different types of people.You can see four characters on the front of the book .
As a concept itself it's a brilliant book- just to read and have fun reading and muddling up the sentences with the children on Spanish 

However the concept translates really well in to language work on sentence structure in any language.On each double page spread there is a bright colourful caricature picture of a type of person (pirate/cook/clown etc) and on the left hand page of the double page spread, the page is divided in to three sections and each section can be turned over individually.

The top section is the statement about the character (present tense of the verb to be in first perspn singylar e.g I am / soy / je suis /ich bin ) plus the noun  for the character (e.g. pirate / cowboy etc)

The middle section is the verb in the first person singular present tense associated with the character's actions ( e.g. cowboy - I ride   / cook - I prepare etc) plus the noun that is linked to the action ( e.g cowboy- I ride - my horse  / coook - I prepare - the meal) .

The third section is about where the character's actions take place (e.g. cook- in the kitchen/ in the restaurant etc)

(Turn over one of the three sections and the sentence  is correct grammatically -but the meaning becomes slightly odd or bizarre.That is part of the beauty of the book!)

I think we can use the idea of the double page spread though to create our own entertaining end of our primary school career book .
Each child needs to generate their own three section statement to explain what they want to be when they grow up.It's a description of the job, the role and the objects/people /place involved in the role.

Section one - first person singular of the verb to be and the appropriate nooun for the role or job chosen
Section two - present tense first person singular verb associated with an action involved in the role or the job plus a noun representing an object or person connected to the actipon
Section three - the place the action takes place

e.g"  I am a doctor/ and I help the patients/ in the hospital " 

• All we need to do now is create a large card book with double page spreads for each child in the class. The children draw a caricature on paper of the role or job they have chosen.This is glued on to the right hand side of the double page spread.
• The children then write their messages in the three sections which have been ruled  off on the left hand side of the double page spread.
• Once the book is complete all you need to do is cut to the centre fold the three sections along the ruled lines .

Now we have our own book! 

We can read it as it should be read or see also what types of entertaining sentences we can make by turning individual sections and understanding the new information  we read!