1
Explanations
TEACHERS NOTES
Structural and language features are shown on the left and right of the text below.
Title
‘X’ marks the kiss
Definition – one
• information is organised into paragraphs
All over the world, letters, emails, messages and postcards sent between family and friends often finish with small crosses like these, ‘x x’, to stand for kisses.
or more sentences that state what the explanation is about
Description –
To find out how this came about, we have to travel back in time many hundreds of years to the Middle Ages. Most adults who lived during this time never learnt to write as children. Some could not even write their own name.
information presented in logical order
r o e t s Bo r e p ok u S
But, like today, sometimes people had to sign important papers or documents. So instead of signing their name, they would use an ‘x’. This is a symbol that represents Saint Andrew, the patron saint of Scotland. Signing with his cross showed that a person meant to keep his or her promise.
Teac he r
Conclusion
Over time, signing with a cross and kissing it was no longer done. So today, most of us write ‘x’ at the end of a letter without having any idea what it once meant. In fact, some people think it is because an ‘x’ looks like two pairs of lips touching!
– an evaluation or interesting comment
• subject-specific vocabulary; e.g. Middle Ages, Saint Andrew’s cross
ew i ev Pr
To further show that the person meant to keep the promise, he or she would also kiss the Saint Andrew’s cross. The moment this happened, the paper he or she had signed became a legal contract. This is where the saying ‘sealed with a kiss’ comes from.
• majority of verbs in simple present tense; e.g. finish, travel
• linking words to show cause and effect; e.g. To further show, So
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
Teacher information
Answers
• Explanations usually outline how something occurs, works or is made. This particular explanation shows how something occurred.
Page 51
• Identify the structural and language features indicated above before the students complete the analysis on page 52.
. te
• Students may need to use encyclopedias or other resources to plan an explanation about the origin of a custom or symbol. Teachers could also have the students brainstorm a list of customs or symbols related to religious festivals or cultural/sporting events that might be suitable for them to write their explanations about.
2. (a) about (b) (at the end of) letters, emails, messages and postcards (c) family and friends (d) kisses
m . u
w ww
• Members of the class could take turns to read this text aloud or the students could read it independently.
1. ‘x’ marks the kiss
3. (a) Answers will vary, but should be similar to the following:
Paragraph 1 Most adults in the Middle Ages couldn’t write.
Paragraph 2 People in the Middle Ages often signed important papers with a cross.
Paragraph 3 Kissing the Saint Andrew’s cross meant a paper became a legal contract.
o c . che e r o t r s super
• Model the planning and writing of an explanation using the framework on page 53. The students can then follow this example to plan and write their explanations about customs or symbols.
(b) Teacher check 4. Teacher check
• Create a class trivia book, made up of facts from the students’ explanations, that is suitable for a younger class to read. (Publishing/Audience) • The explanations about customs or symbols from other countries could be used to enhance a SOSE theme about celebrations or people from other countries. (Context)
50
R.I.C. Publications
www.ricgroup.com.au
PRIMARY WRITING