Signing Naturally Unit 6.16 Answers __exclusive__ Review

In Unit 6.16 of the Signing Naturally curriculum, students focus on the narrative structure of "Childhood Stories." The lesson typically involves analyzing specific stories—most notably "Ghost in My Room" and "I Wanna Be Different"—to understand how to transition between scenes and summarize narrative arcs in American Sign Language (ASL). "Ghost in My Room" Narrative Analysis

This story is used to teach transitions and cohesion. Key details from the narrative include:

Background: The storyteller (Cinnie) was at home with her 4-year-old son while his older siblings were at school.

The Problem: The boy comes to the kitchen and tells his mother there is a ghost in his room. The mother asks if it is "nice or mean." The boy checks and reports it is nice, so she tells him to go play with it.

The Conflict: Later, the boy returns, saying the ghost is now "really scary." They find the room in a mess. The mother explains the ghost is scary because the room is dirty and suggests keeping it clean to keep the ghost away.

Conclusion: The son grows up and continues to keep his room neat and clean, which the mother finds helpful.

Transitions: Cinnie uses phrases like "One day" to begin the body of the story and specific signed phrases to signal transitions and the conclusion. "I Wanna Be Different" Summary Signing Naturally Unit 6.16 Answers

Another key story in Unit 6.16 focuses on a character (often referred to as Melinda) and her desire for individuality:

Background: Melinda and her sisters looked very similar, and their mother often dressed them alike, which the sisters disliked.

The Incident: One day, Melinda comes home from school with chicken pox.

The Twist: Her sister laughs at her, but a few days later, the sister also begins itching. Despite having the same symptoms, the sister refuses to believe she has chicken pox because she is determined to be "different" from Melinda. Storytelling Strategies Taught

Role Shift: Using "up and down" shifts to show conversations between adults and children.

Word Order: Naming the object first (with raised eyebrows) before describing the action. In Unit 6

Transitions: Using raised eyebrows to signal a new scene and pauses to end one.

Key Signs: Introducing critical vocabulary before the story starts so the audience can follow the plot without interruption.

For more detailed study guides and practice notes, resources like Course Hero and Studocu provide structured breakdowns of these assignments.

Topic: Narrative Practice (The Errands Story)

The "To-Do List" Narrative

• Context: The signer lists things they need to get done.
• Structure:
  • Intro: "I have a lot to do today."
  • List:
    1. Dry Cleaners: Drop off clothes.
    2. Pharmacy: Pick up a prescription.
    3. Library: Return books.
    4. Grocery Store: Buy food for dinner.
  • Conclusion: "Busy day. Tired."

Key Vocabulary to Recognize:

• Errands / To-Do: The sign moving down the list (palm down, tapping or moving downward).
• Interrupted vs. Uninterrupted:
  • Uninterrupted: The signer moves smoothly from one location to the next (Body shifts or eye gaze shift).
  • Interrupted: The signer pauses, changes expression, or shows a break in the action (e.g., "I went to the store... [pause]... oh, I forgot my wallet!").

2. Key Vocabulary and Signs

• List of Signs: Detail the key vocabulary or signs covered in the unit. For example, if the unit is about food, list the ASL signs for various food items, including how to sign "apple," "banana," "pizza," etc.
• Grammar Focus: If the unit covers a specific grammar aspect, explain it in detail. For instance, ASL grammar might involve topics like role-shifting, non-manual markers, or the use of classifiers.

What Unit 6.16 Typically Covers

In Signing Naturally (Level 1, Units 1–6), Unit 6 focuses on: Topic: Narrative Practice (The Errands Story) The "To-Do

• Giving directions and locations
• Describing floor plans and layouts
• Using spatial referencing and classifiers
• 6.16 specifically is often a “Narrating Unforgettable Moments” or “Putting Events in Order” section.

If you clarify which edition you have (green cover, old blue cover, or digital), I can be more precise. The most common is the green “Signing Naturally Units 1-6” book.

Example from Unit 6.16 (Typical Exercise)

ASL Gloss: BOOK LCL-B (put on table) TABLE THERE LCL-B (book flat)
English meaning: The book is on the table.

Wrong answer trap: Some pictures show the book under or next to the table – watch the classifier’s final resting position.

Minidialogue 3

Context: Discussing family members or roommates and their specific locations.

1. What is the topic?

• The topic is usually about a relative or roommate moving in or living in a specific area.

2. Questions and Answers:

• Question: "Where does your [relative] live?"
• Answer: "My [relative] lives in [City/State] or [Dorm/Apartment]."
• Nuance: Often includes a distance component (e.g., "He lives far away" vs. "He lives close by").