Signing Naturally 1011 |link| May 2026

Mastering ASL: Your Guide to Signing Naturally Unit 10 & 11 So, you’ve moved past the basics and are diving into the heart of intermediate American Sign Language (ASL). If you're working through the Signing Naturally Units 7-12

curriculum, Units 10 and 11 are where things get real. You're shifting from simple "what's your name" conversations to describing complex personalities and academic goals.

Here is a breakdown of what to expect and how to ace these units. Unit 10: Giving Opinions About Others

Unit 10 is all about character. You aren't just signing about what people ; you’re signing about who they Personality & Tendencies

: You’ll learn to describe people as "organized," "messy," "nosey," or "supportive". Role Shifting

: This is a critical skill in this unit. You’ll practice "becoming" the person you’re describing to show their habits or reactions through movement and facial expressions. The "Tend To" Sign

: You’ll learn to use the sign for "tend to" (or "habitually") to describe recurring behaviors, like someone who is always late or always on time. Unit 11: Discussing One’s Abilities and Education

In Unit 11, the focus shifts to your skills and your "life path." This is where you learn to talk about your career or studies. Areas of Study : You’ll master signs for specific fields like Architecture Engineering Discussing Abilities

: You’ll practice describing how much "head knowledge" you have about a topic versus physical skill. Numbers & Time

: You’ll continue refining how to give specific times for activities (e.g., "I arrive at work at 8:25"). Tips for Success

Signing Naturally 1-6 Online Video Library - Dawn Sign Press

Since "Signing Naturally 1011" likely refers to a introductory or intermediate American Sign Language (ASL) course using the popular curriculum by Smith, Lucas, and Mulrooney, I have written a sample reflection paper.

This paper is designed to fulfill a common requirement for ASL students: reflecting on the learning process, cultural immersion, and the specific skills taught in the Signing Naturally curriculum.

Note: If your assignment was to specifically analyze the events of a story or dialogue found on page 10-11 of the workbook, please provide those specific details, and I can adjust the paper accordingly.

Title: Beyond the Hands: A Reflection on Communication and Culture in Signing Naturally Student Name: [Your Name] Course: ASL 1011 Date: [Date]

Introduction Learning a new language is often viewed as an exercise in vocabulary memorization and syntax translation. However, American Sign Language (ASL) challenges this paradigm by existing in a three-dimensional, visual-spatial modality. Through the Signing Naturally curriculum utilized in ASL 1011, I have come to understand that fluency in ASL requires more than manual dexterity; it requires a fundamental shift in how one perceives communication. This paper reflects on my journey through the initial units of the curriculum, analyzing the development of visual-gestural skills, the importance of non-manual markers, and the deep connection between language and Deaf culture.

The Shift to Visual-Gestural Communication One of the most immediate hurdles presented in Signing Naturally was the transition away from auditory reliance. In spoken English, communication is linear and auditory. In ASL, communication is simultaneous and visual. The early lessons in the curriculum emphasized "visual-gestural" activities, forcing me to rely on eye contact and facial expression rather than sound.

This shift was disorienting at first. I realized how much I depended on "thinking in English" and translating word-for-word. The curriculum’s focus on identifying people and objects, and giving commands, highlighted the efficiency of ASL grammar. I learned that in ASL, the object is often established first, followed by the action—a syntactic structure that mirrors the visual reality of seeing an object before understanding what is happening to it. This reordering of thought processes has been the most challenging yet rewarding aspect of the course.

The Role of Non-Manual Markers A critical component explored in the text is the use of non-manual markers (NMMs). In spoken English, intonation carries meaning—a raised voice indicates a question; a flat tone indicates a statement. In ASL, this function is served by the face.

Through the exercises in Signing Naturally, I learned that raising eyebrows, tilting the head, or puffing the cheeks are not merely theatrical additions but grammatical requirements. For example, distinguishing between a "Yes/No" question and a "Wh-" question relies entirely on the face. Initially, I felt self-conscious exaggerating my facial expressions. However, as I engaged with the video materials and classroom activities, I realized that without these markers, the signs are grammatically incomplete. This realization helped me understand that ASL is a holistic language involving the entire body, not just the hands.

Cultural Competence and Community Perhaps the most profound lesson offered by the Signing Naturally curriculum is that language cannot be separated from culture. The textbook does not exist in a vacuum; it introduces students to the Deaf community not as a group of people who "cannot hear," but as a distinct cultural and linguistic minority.

Lessons regarding attention-getting strategies—such as tapping the shoulder or waving in the visual periphery—taught me the practical etiquette of a visual world. Furthermore, the narratives provided by native Deaf signers in the video materials offered a glimpse into the shared experiences and history of the community. Understanding the values of the Deaf community, such as the importance of clear communication and eye contact, has given context to the grammar I am learning. It is one thing to learn a vocabulary list; it is another to understand why maintaining eye contact is a sign of respect in Deaf culture, whereas it might be considered intense or rude in the hearing world.

Conclusion Studying Signing Naturally has been an eye-opening experience that transcends simple language acquisition. It has required me to rewire my brain to process information visually, to use my face as a grammatical tool, and to respect the rich culture embedded within the language. As I continue my studies, I recognize that fluency is not just about producing the correct signs, but about internalizing a visual worldview. The skills practiced in this course have laid a strong foundation for becoming not just a signer, but a culturally respectful participant in the Deaf community.

Sure — I'll create a review of "Signing Naturally 1011." I'll assume you mean the Signing Naturally Level 1 (units 0–11 or Units 1–11) textbook/course materials. If you meant a different edition or level, tell me and I'll adjust.

1. Core Learning Objectives

By the end of this unit, students should be able to:

Identify and produce Conditional Sentences (using "If").
Understand the concept of "The Result" occurring only if "The Condition" is met.
Use Temporal Clauses (using "When") to set up a timeframe for a story or event.
Differentiate between the semantics of "If" vs. "When" in ASL discourse.

Non-Manual Markers (Facial Grammar)

This is the most critical part of Unit 10.11.

During the "If" clause: Raise your eyebrows. Often, you tilt your head slightly.
The Pause: There is a very slight pause between the condition and the result.
During the "Result" clause: Your facial expression returns to neutral, or matches the emotion of the result (e.g., nodding affirmatively).

The Verdict

Signing Naturally Units 1-6 (1011) succeeds because it treats ASL not as "English on the hands," but as a distinct, rich language with its own grammar. It requires patience, a good mirror, and a willingness to be silent. If you finish Unit 6, you won't just "know signs"—you will be able to tell a story about where you grew up, what your family looks like, and what you did last weekend.

That is the difference between memorization and actually signing naturally.

Note on terminology: While "Signing Naturally 1011" is a common search term for the DVD/ebook set for levels 1-3 (Units 1-6), the specific product code may vary by publisher. Always check that you are purchasing the video access (often an online code now rather than a physical DVD) alongside the workbook.

Welcome to Signing Naturally 1011!

In this unit, we will continue to explore the world of American Sign Language (ASL) and Deaf culture. We will build on the skills and knowledge you gained in previous units, and dive deeper into the language and culture.

Lesson 1011: Describing People and Places

In this lesson, we will focus on describing people and places using ASL. We will learn new vocabulary and grammar structures to help you communicate effectively.

Vocabulary:

Family members (e.g. mother, father, sister, brother)
Physical characteristics (e.g. hair color, height, weight)
Places (e.g. home, school, park)

Grammar:

Using descriptive phrases to describe people and places
Using classifiers to describe physical characteristics
Using spatial relationships to describe locations

Example Sentences:

"My mother is tall and has brown hair."
"The park is near my house."
"My brother is short and has blue eyes."

Practice:

Practice describing your family members using ASL
Practice describing your favorite places using ASL
Watch and respond to a video of someone describing a person or place in ASL

Cultural Connection:

Learn about Deaf culture and community
Understand the importance of visual description in Deaf culture
Explore Deaf history and notable Deaf individuals

Assessment:

Complete a quiz on vocabulary and grammar
Record yourself describing a person or place in ASL
Participate in a class discussion on Deaf culture and community

Resources:

Signing Naturally textbook
Online resources and videos
Deaf community guest speakers

Tips and Reminders:

Practice regularly to improve your signing skills
Focus on using correct grammar and vocabulary
Be respectful and open-minded when learning about Deaf culture

Master ASL: A Deep Dive into Signing Naturally Units 10–11

If you are a student of American Sign Language (ASL), you know that the journey from basic signs to fluid conversation is a steep climb. Signing Naturally is the gold-standard curriculum used in colleges across North America, and moving into Units 10 and 11 marks a major milestone.

At this level, you are moving beyond "what is your name" and "where is the bathroom" into the nuanced world of giving instructions and talking about family history. Unit 10: Giving Directions and Instructions

Unit 10 shifts the focus to spatial awareness and technical description. It’s not just about knowing the signs; it's about how you use the space around you (the "signing space"). 1. Spatial Mapping

In Unit 10, you learn to describe the layout of a room or a building. The Goal: To give someone a mental map of a location.

The Key: You must maintain "signer's perspective." If you sign that the door is on the right, it must be on your right, and the listener must process it as being on their left. 2. Giving Directions

This unit covers how to tell someone how to get from Point A to Point B. You’ll practice: signing naturally 1011

Common Landmarks: Identifying hallways, stairs, and elevators.

Distance and Effort: Using Non-Manual Markers (NMMs) to show if a destination is "just right there" (CS - cheek to shoulder) or "very far" (open mouth, squinted eyes). 3. Explaining Processes

How do you change a tire or bake a cake in ASL? Unit 10 teaches you how to sequence instructions using chronological signs (First, Second, Next, Finally) and transition signals like "When" clauses. Unit 11: Sharing Information About Possessions

Unit 11 moves into the personal realm. This unit is designed to help you describe things you own, from their physical attributes to how you acquired them. 1. Descriptive Classifiers

Classifiers are the "secret sauce" of ASL. In Unit 11, you’ll dive deep into:

Instrument Classifiers (ICL): Showing how you handle an object (e.g., how you hold a heavy suitcase vs. a small briefcase).

Descriptive Classifiers (DCL): Describing textures, patterns (polka dots, stripes), and shapes. 2. Money and Values

Talking about cost is a major part of this unit. You will learn:

The Dollar Twist: The specific movement used for amounts $1 through $9.

Giving Prices: Combining signs for cents and dollars fluidly. 3. Narrative Skills: The "Life Event"

Unit 11 often culminates in telling a story about a possession—perhaps how you got your first car or a sentimental piece of jewelry. This requires blending Role Shift, Classifiers, and Temporal Aspect (showing how long something lasted). How to Succeed in Units 10–11

Record Yourself: These units rely heavily on body language and facial expressions. Record yourself signing a set of directions and watch it back. Can you follow your own map?

Focus on the "Why": Don't just memorize the sign for "striped." Learn the classifier movement that allows you to describe any pattern.

Practice Receptive Skills: Use the videos provided in the Signing Naturally workbook. Units 10 and 11 feature faster, more natural signing speeds. Watch the stories multiple times without looking at the English prompts.

Watch the NMMs: In Unit 10 especially, your face tells the listener how far a turn is or how big a room is. If your face is "blank," your ASL is "monotone." Conclusion

Signing Naturally Units 10 and 11 represent the transition from beginner to intermediate fluency. By mastering the spatial directions of Unit 10 and the descriptive complexity of Unit 11, you are building the foundation for true conversational proficiency in the Deaf community. AI responses may include mistakes. Learn more

Signing Naturally curriculum (specifically Units 1–6 and 7–12) is the gold standard for learning American Sign Language (ASL). It shifts away from traditional rote memorization, focusing instead on functional competency and cultural immersion. The Power of "Visual-Gestural" Learning

Most language courses rely on translation. However, Signing Naturally 101 utilizes a Direct Method

approach. By removing English from the classroom, students are forced to rely on visual cues, facial expressions, and body language. This creates a "no-voice" environment that mimics how ASL is naturally used in the Deaf community, building a stronger neural connection between concepts and signs without the "middleman" of spoken English. Key Pillars of the Curriculum Non-Manual Markers (NMMs):

The curriculum teaches that ASL isn't just in the hands. Eyebrow movements, mouth morphemes, and head tilts act as the "tone of voice." Without these, a signer is effectively "monotone." Deaf Culture Integration:

Lessons aren't just about vocabulary; they cover "Deaf Way" etiquette, such as how to walk through a signed conversation or the importance of eye contact. Spatial Agreement:

Students learn to use the 3D space around them to set up "referents" (people or objects), ensuring that the grammar remains clear and consistent throughout a story. Why It Works

The "Signing Naturally" series succeeds because it treats ASL as a living language

rather than a code for English. It prioritizes "receptive skills"—the ability to understand others—which is often the hardest hurdle for new learners. By watching native signers in various contexts, students develop an ear (or rather, an eye) for the natural rhythm and speed of the language. Conclusion

For anyone entering the world of ASL, Signing Naturally 101 provides more than just a vocabulary list; it provides a cultural roadmap. It challenges students to step out of their auditory comfort zone and into a vibrant, visual world, fostering true communication and respect for the Deaf community. covered in the first few units?

It sounds like you're referring to Signing Naturally, a popular ASL (American Sign Language) curriculum, possibly with a typo in the level or unit number. The series typically uses designations like Units 1–6, 7–12, etc., and "1011" might mean Units 10–11 or a specific level.

If you're looking for an "interesting report" about Signing Naturally level/unit 10–11, here are possibilities:

Student feedback – Many learners find Units 10–11 challenging because they introduce complex narrative structures (e.g., describing people, making requests, or giving opinions in ASL).
Pedagogical style – Research or reviews often note that Signing Naturally excels in using a functional, immersion-based approach with minimal English.
Common critique – Some instructors report that the pacing jumps noticeably between Units 10 and 11, requiring extra review of classifiers and non-manual markers.

If you actually saw a document titled "Signing Naturally 1011 Report" (e.g., from a course evaluation or curriculum analysis), could you share a bit more context or a direct quote? That would help me locate or explain that specific report.

The request for " Signing Naturally 10:11 " typically refers to Unit 10, Lesson 11

of the American Sign Language (ASL) curriculum, which centers on a specific narrative titled "A Lesson Learned."

Below is a complete breakdown of the comprehension questions, vocabulary, and key concepts for this lesson. Comprehension: "A Lesson Learned"

In this story, the character Melvin is asked to babysit for a Deaf couple. The story illustrates how "teaching" a child a new skill can sometimes backfire. The Family

: A Deaf couple with a three-year-old daughter. Melvin has known the family since the daughter was born. The Situation

: The mother was at work and the father was called in for overtime, so they asked Melvin to babysit. The Teaching Moment

: The little girl kept asking Melvin to turn the lights on and off. To satisfy her curiosity and be helpful, Melvin taught her how to stand on a chair to reach the switch and do it herself. The Outcome

: After Melvin left, the girl spent the entire night turning the lights on and off to wake her parents up every time she wanted something. The Lesson

: Be careful what you teach children; you cannot "un-teach" a skill once they’ve mastered it and decided to use it at inconvenient times. Grammar & Key Concepts

Lesson 10:11 reinforces several major grammatical markers used throughout Unit 10: Temporal Aspect

: Modifying the movement of a verb (usually through repetition) to show that a habit or behavior is done continually or regularly (e.g., "every night" or "always doing X"). Giving Opinions

: Using specific facial expressions to convey attitude when describing a person’s qualities or tendencies. Interrupting Conversations

: It is considered polite to wait for a natural break or to wave slightly and wait for acknowledgment before interrupting. Breaking eye contact without an explanation is considered rude. Vocabulary Review (Unit 10 Context)

While 10:11 focuses on the story, it utilizes the descriptive vocabulary built earlier in the unit: Personal Qualities

: Organized vs. Messy, Support vs. Criticize, Honest vs. Dishonest, Nosy, and "Social Butterfly". Money Signs

: Incorporating numbers into the "Cent" sign (1–9 cents) and using the "Dollar" twist for whole amounts. Common Items : Whistle, Movie Ticket, Candy, Pencil, and Stamps. For more practice, you can find interactive study sets on or view detailed homework breakdowns on CliffsNotes

It looks like you're diving into Signing Naturally, the standard curriculum for learning American Sign Language (ASL). Since you're looking for an "essay" on this topic, are you focusing on the history of the curriculum, the Deaf culture concepts it teaches, or perhaps a reflection on the learning experience itself?

To get you started, here is a concise overview of why Signing Naturally (Units 1-6 or the 101/102 level) is so significant: The Philosophy of Signing Naturally

Unlike older methods that taught ASL through the lens of English grammar, Signing Naturally was pioneered by Deaf educators (like Ella Mae Lentz, Ken Mikos, and Cheri Smith) to be "Functional-Notional." This means it focuses on how to actually use the language in real-life situations—introducing yourself, asking for directions, or describing your family—rather than just memorizing a list of vocabulary words. Key Themes for an Essay Mastering ASL: Your Guide to Signing Naturally Unit

If you are drafting a paper, you might want to explore these three pillars:

Immersion and "No Voice": The curriculum is designed for a silent classroom. This forces students to rely on visual cues, facial expressions, and body language, which are the grammatical foundation of ASL.

Cultural Competency: It isn't just about signs; it’s about Deaf Culture. The units teach "attending behaviors" (how to get someone's attention), the importance of eye contact, and the history of the Deaf community, ensuring students don't just speak the language, but respect the people who own it.

The Role of Non-Manual Markers (NMMs): A major takeaway from the 101/102 level is that the hands are only half the story. Facial grammar (like raising eyebrows for yes/no questions) is what makes the language linguistically complete. Structure Idea

Introduction: Define ASL as a visual-spatial language and introduce Signing Naturally as the bridge for hearing learners.

Body Paragraph 1: The shift from "English-based" learning to visual immersion.

Body Paragraph 2: How the curriculum integrates social etiquette and Deaf history.

Conclusion: The impact of this method on breaking down communication barriers.

Here’s a useful piece of information for Signing Naturally Unit 10.11 (often labeled as 10.11, not 1011):

Topic: Telling where you live / Giving directions using landmarks

In Signing Naturally 10.11, the focus is on using spatial organization to describe a route from one point to another, typically from a freeway exit to a home or destination. Key features:

Use of classifiers (CL):
- CL:3 (vehicle) to show driving movement.
- CL:1 (person) or CL:V (legs) for walking.
- CL:5 (claw) for clusters of trees or buildings.
- CL:B (flat object) for intersections, blocks, or landmarks.
Essential signs for this unit:
- EXIT, FREEWAY, BRIDGE, STOP SIGN, TRAFFIC LIGHT, STORE, GAS STATION, SCHOOL, PARK, CORNER, BLOCK, TURN (LEFT/RIGHT), GO-STRAIGHT, PASS.
Common structure:
- Start: “FROM FREEWAY EXIT [number]”
- Then sequence of moves: “TURN LEFT, GO STRAIGHT 2 BLOCKS, PASS GAS STATION, TURN RIGHT AT STOP SIGN, MY HOUSE on LEFT.”
Practice tip:
Draw a simple map, then describe the route in ASL without pointing to the paper — use your signing space to lay out the locations (e.g., place “store” to your left, “school” ahead, then move your CL:3 hand through the space).

If you actually meant Unit 10.11 from the older edition (sometimes numbered 10.11 but content may vary slightly), let me know and I can clarify the exact dialogue or grammar point.

This write-up covers Units 10 and 11 Signing Naturally curriculum, which are part of the Level 1 "Units 7–12" sequence. These units focus on transitioning from basic descriptions to expressing nuanced opinions about people and discussing complex personal goals. Unit 10: Giving Opinions About Others

This unit teaches students how to describe personal qualities and habits to share specific perspectives. Signing Naturally Units 7-12 Teachers Curriculum

In the Signing Naturally curriculum (specifically Units 10 and 11), a review typically focuses on identifying personal characteristics, workplace habits, and family traits using advanced descriptive signs and sentence structures. Unit 10 & 11 Review Highlights

Based on common curriculum materials like Signing Naturally Unit 10/11 Review, these sections emphasize comparing and contrasting people's lifestyles and professional environments. Personal Habits & Roommates: Contrasting an organized roommate versus one who is messy.

Signs for being tired of certain habits or preferring a "relaxed" lifestyle. Workplace Descriptions:

Describing bosses with signs like NOSY/SNOOPY (looking through drawers, no respect) vs. CRITICAL/COMPLAINING.

Discussing job satisfaction, specifically low pay or commute times. Personality Traits: Daydreamer: Using movement to show lack of focus. Social Butterfly: Expressing high social activity.

Focused/Quiet: Contrasting personality types within family units. Study Resources

If you are preparing for a midterm or final involving these units, you can find practice sets on platforms like Quizlet for Unit 11 or view video demonstrations on the Sign With Courtney YouTube playlist which covers vocabulary and grammar for the Level 1 and 2 curricula.

Signing Naturally 10.1.1: A Comprehensive Guide to Enhancing Your Signing Skills

Introduction

Signing Naturally is a popular American Sign Language (ASL) curriculum designed to help individuals develop their signing skills and foster a deeper understanding of Deaf culture. Unit 10.1.1 of the Signing Naturally curriculum focuses on building upon previously learned skills, introducing new vocabulary, and exploring more complex grammatical structures. In this write-up, we will provide a detailed overview of the key concepts, vocabulary, and skills covered in Signing Naturally 10.1.1.

Vocabulary

In this unit, students learn new vocabulary related to:

Food and Drink: Students learn signs for various types of food, such as fruits, vegetables, meats, and desserts. They also learn signs for common beverages like water, juice, and soda.
Shopping: This unit introduces signs for common shopping-related vocabulary, including store, mall, shop, and buy.
Directions: Students learn signs for giving and following directions, such as left, right, straight, and turn.

Grammatical Structures

Signing Naturally 10.1.1 focuses on the following grammatical structures:

Two-Part Signs: Students learn to recognize and produce two-part signs, which involve combining two separate signs to convey a single meaning.
Classifier Predicates: This unit introduces classifier predicates, which are used to describe the location, movement, and action of objects.
Non-Manual Markers: Students learn to use non-manual markers, such as facial expressions and body language, to convey emotions and attitudes.

Conversational Skills

To become proficient in ASL, it's essential to develop conversational skills. In Signing Naturally 10.1.1, students engage in various activities designed to enhance their communication skills, including:

Role-Plays: Students participate in role-plays that simulate real-life situations, such as ordering food at a restaurant or shopping at a store.
Storytelling: Students learn to tell stories using ASL, incorporating vocabulary and grammatical structures learned in the unit.
Conversational Practice: Students engage in conversations with their instructors or peers, practicing their signing skills in a supportive and interactive environment.

Deaf Culture

Signing Naturally 10.1.1 also explores Deaf culture, highlighting the importance of:

Community: Students learn about the value of community in Deaf culture, including the role of Deaf clubs, organizations, and events.
History: This unit touches on the history of Deaf education, highlighting the contributions of key figures and the evolution of ASL.
Etiquette: Students learn about Deaf etiquette, including proper behavior in social situations and respect for Deaf culture.

Assessment and Evaluation

To ensure students are meeting the learning objectives, Signing Naturally 10.1.1 includes various assessment and evaluation tools, such as:

Vocabulary Quizzes: Students complete quizzes to demonstrate their understanding of new vocabulary.
Conversational Assessments: Instructors evaluate students' conversational skills, providing feedback on their use of ASL vocabulary, grammar, and non-manual markers.
Storytelling Evaluations: Students' storytelling skills are assessed, with a focus on their ability to convey meaning and engage their audience.

Conclusion

Signing Naturally 10.1.1 is a comprehensive unit that builds upon previously learned skills, introducing new vocabulary, grammatical structures, and conversational skills. By mastering the concepts and skills covered in this unit, students enhance their signing abilities, develop a deeper understanding of Deaf culture, and become more confident communicators in ASL.

Signing Naturally is the most widely used curriculum for teaching American Sign Language (ASL) in North America, and Units 10 and 11 represent a significant "bridge" in a student's journey. At this level, you move away from basic vocabulary and start mastering the art of storytelling spatial mapping

Here is some interesting content regarding the focus of these specific units: 1. Unit 10: Giving Directions

This unit is fascinating because it transforms your "signing space" into a 3D map. You aren't just signing words; you are literally drawing a floor plan in the air. Perspective Shifting:

You learn to sign from the "signer’s perspective." If you tell someone to turn left, you sign it as if you are the one walking through the door. Spatial Agreement:

This involves keeping "landmarks" in the same spot throughout a conversation. If you place a "coffee shop" on your right at the start of the story, it must stay on the right until the conversation ends. Non-Manual Markers (NMMs):

You’ll notice specific facial expressions used for distance—like squinting eyes and "cs" (cheek to shoulder) to indicate something is very close. 2. Unit 11: Making Suggestions and Requests

This is where ASL becomes deeply cultural and social. It’s less about "what" you say and more about "how" you negotiate. The "Soft" Request: Title: Beyond the Hands: A Reflection on Communication

In Deaf culture, bluntness is common, but Unit 11 teaches the nuances of "polite" requests. This often involves a specific sequence: explaining the situation, asking for a favor, and then offering a "condition" or "thank you." Deaf Cultural Norms:

You explore how to interrupt a conversation appropriately or how to walk through a signed conversation without being rude (hint: just walk through quickly; don't wait or duck!). Role Shifting:

This unit hones your ability to "become" different people in a story. By slightly shifting your body, you can show a dialogue between two people without ever saying "he said" or "she said." 3. Fun Fact: The "Signing Naturally" Legacy The curriculum was developed at Vista Community College

(now Berkeley City College) in the late 1980s. Its "Functional-Notional" approach was revolutionary because it stopped teaching ASL as a list of English equivalents and started teaching it as a visual-spatial language based on real-world interactions. vocabulary breakdown for a specific lesson within these units?

Signing Naturally Units 10 and 11 focus on developing conversational fluency by teaching you how to describe personal qualities, express opinions, and narrate complex life events. Unit 10: Giving Opinions and Describing Qualities

This unit centers on describing people's tendencies and habits.

Temporal Aspect (Recurring): To show that someone "always" does something or has a habit, you repeat the movement of the sign. For example, the sign for "patient" repeated in a circular or rhythmic motion means "always patient". Key Vocabulary:

Personal Traits: Organized vs. messy, nosy, focused vs. daydreaming, social butterfly, and patient.

Social Behaviors: Always on time, tends to procrastinate, responsible vs. irresponsible, and supportive vs. critical.

Money Signs: You'll learn to sign prices, including cents (formed at the forehead) and dollars (using a wrist twist for $1-$9).

Grammar - Role Shifting: Use a slight body twist to "become" a person you are describing. This allows you to show their actions and feelings directly rather than just talking about them. Unit 11: Discussing Plans, Goals, and Reactions

Signing Naturally 1011: A Comprehensive Guide to Mastering American Sign Language

American Sign Language (ASL) is a vital part of Deaf culture, and learning it can be a rewarding and enriching experience. For those interested in becoming proficient in ASL, Signing Naturally 1011 is a great resource to start with. In this article, we will explore the world of Signing Naturally 1011, a comprehensive program designed to teach ASL to beginners.

What is Signing Naturally 1011?

Signing Naturally 1011 is an ASL curriculum developed by Peggy L. Stohr and Myron W. Liden, two renowned experts in the field of Deaf education. The program is designed to teach ASL to beginners, focusing on the natural language and culture of the Deaf community. The curriculum is divided into 10 units, covering essential topics such as introductions, family, food, and shopping.

The Importance of Learning ASL

ASL is a unique and expressive language that has its own grammar, vocabulary, and syntax. It is not a simplified version of English or a visual representation of spoken language. ASL is a legitimate language that has been used by the Deaf community for centuries, and it plays a vital role in Deaf culture.

Learning ASL can have numerous benefits, both personally and professionally. For those interested in working with the Deaf community, knowledge of ASL is essential. ASL interpreters, for example, require a high level of proficiency in the language to facilitate communication between Deaf and hearing individuals. Additionally, learning ASL can also enhance one's understanding of Deaf culture and community, fostering greater empathy and appreciation.

Key Features of Signing Naturally 1011

Signing Naturally 1011 is a comprehensive program that offers a range of features to support learners. Some of the key features include:

Video lessons: The program includes video lessons that demonstrate ASL signs, phrases, and stories. These videos are presented by Deaf actors and actresses, providing learners with authentic models of ASL.
Clear instructions: The curriculum provides clear and concise instructions on how to perform ASL signs, making it easy for learners to follow along.
Practice exercises: Signing Naturally 1011 includes a range of practice exercises, allowing learners to practice their signing skills and build confidence.
Cultural insights: The program provides valuable insights into Deaf culture and community, helping learners to understand the context and nuances of ASL.

Unit 1: Introductions and Basic Phrases

The first unit of Signing Naturally 1011 focuses on introductions and basic phrases. Learners are introduced to essential signs such as:

Hello: A common greeting in ASL, which involves waving the dominant hand with the palm facing outward.
My name is: A sign used to introduce oneself, which involves pointing to the self and signing the name.
Nice to meet you: A polite phrase used to respond to an introduction, which involves smiling and signing a friendly gesture.

Unit 2: Family and Relationships

The second unit of Signing Naturally 1011 explores family and relationships. Learners will learn signs related to:

Family members: Signs for family members such as mother, father, sister, and brother.
Relationships: Signs to describe relationships, such as friend, boyfriend, and girlfriend.

Unit 3: Food and Drink

The third unit of Signing Naturally 1011 focuses on food and drink. Learners will learn signs for:

Common foods: Signs for everyday foods such as apple, banana, and pizza.
Drinks: Signs for drinks such as water, juice, and coffee.

Benefits of Using Signing Naturally 1011

Signing Naturally 1011 offers a range of benefits for learners, including:

Improved communication: The program helps learners to develop their ASL skills, enabling them to communicate more effectively with Deaf individuals.
Increased confidence: The practice exercises and video lessons in Signing Naturally 1011 help learners to build confidence in their signing abilities.
Cultural understanding: The program provides valuable insights into Deaf culture and community, fostering greater empathy and appreciation.

Conclusion

Signing Naturally 1011 is an excellent resource for those interested in learning ASL. The comprehensive program covers essential topics and provides learners with the skills and knowledge needed to communicate effectively in ASL. By using Signing Naturally 1011, learners can develop a deeper understanding of Deaf culture and community, while also improving their ASL skills. Whether you're interested in working with the Deaf community or simply want to learn a new language, Signing Naturally 1011 is an excellent place to start.

Additional Resources

For those interested in continuing their ASL journey, there are a range of additional resources available, including:

ASL courses: Many community colleges and universities offer ASL courses, which provide learners with the opportunity to practice their skills and learn from experienced instructors.
ASL workshops: ASL workshops and conferences offer learners the chance to learn from experts in the field and network with other ASL enthusiasts.
Online resources: There are many online resources available, including ASL dictionaries, YouTube channels, and language learning apps.

By combining Signing Naturally 1011 with these additional resources, learners can develop a comprehensive understanding of ASL and Deaf culture, opening up new opportunities for communication and connection.

In the Signing Naturally curriculum, Units 10 and 11 focus on advanced descriptive skills, expressing opinions, and discussing professional or educational goals. Unit 10: Giving Opinions and Telling Where Items Are

This unit emphasizes the Temporal Aspect and spatial grammar for describing environments. Giving Opinions on Tendencies:

Temporal Aspect (Recurring): To describe a habit or tendency (something someone "always does"), the movement of the verb is repeated.

Non-Manual Signals (NMS): Facial expressions are used to add specific meaning to a tendency, such as whether a person is perceived as being "careless" or "thorough". Locating Items:

Signers use a specific sequence to describe where an object is: Name the room (with raised eyebrows), name the furniture/appliance, then use spatial verbs and directional pointing to specify the exact location. Money Signs:

Cents (1-99¢): The "cent" sign starts with the index finger touching the forehead and moving outward.

Dollars ($1-9): These use a "twist" motion, combining the number handshape with the dollar sign movement. Key Story: "A Lesson Learned" (10.11):

This story features a babysitter (Melvin) who teaches a young girl how to turn lights on by standing on a chair. This leads to an unintended consequence where she wakes her Deaf parents all night by flashing the lights to ask for things. Unit 11: Discussing Plans and Goals

This unit transitions into discussing abilities, career paths, and reacting to life events.

Signing Naturally is the most widely used curriculum for learning American Sign Language (ASL). Unit 10 focuses on building narrative skills, and Section 11 specifically targets the grammatical structure of Conditionals (If/Then statements) and Temporal Clauses.

Below is the full learning content, breakdown, and practice material for Signing Naturally 10.11.

Frequently Asked Questions (FAQ)

Q: Do I need the physical book for Signing Naturally 1011? A: Yes. While there are pirated PDFs online, the unit requires specific video prompts. DawnSignPress offers an online Student Dashboard. Do not rely on YouTube clips alone; the curriculum is copyrighted and specific.

Q: Is 10.11 the hardest unit in Level 2? A: For most students, yes. Unit 10.11 is the bridge between "conversational ASL" and "narrative ASL." Unit 12 (Locations and Directions) is also hard, but 10.11 requires the most mental multitasking.

Q: Can I use Signing Naturally 1011 for self-study? A: Absolutely. However, you need a mirror or a recording device. The book provides answer keys, but for receptive skills (watching the story), you are on your own. I recommend finding a Deaf tutor on Italki or in your local community to check your comprehension.

2. The Grammar: Conditionals (If / Then)

In English, we say, "If it rains, I will stay home." In ASL, this structure is specific regarding facial grammar (non-manual markers).

The Structure: From "Hi" to Storytelling

The book is divided into six units, systematically moving from concrete survival skills to abstract narrative concepts:

Unit 1 (Introducing Oneself): This covers the absolute basics: fingerspelling your name, asking "What's your name?", and the critical concept of attention-getting (tapping the shoulder or stomping the floor).
Unit 2 (Exchanging Personal Information): Students learn numbers (1-100), cardinal numbers (age), and how to discuss where they live. A heavy focus is placed on wh- questions (who, what, where) via non-manual markers (facial expressions).
Unit 3 (Talking About Surroundings): This introduces locatives—how to describe where furniture is in a room or where a person is standing. Here, students first encounter classifiers (handshapes that represent objects, like the "CL:3" for a vehicle).
Unit 4 (Telling Where You Live): Transitions from rooms to neighborhoods. Students learn how to give basic directions and describe their commute.
Unit 5 (Talking About Your Family): This is a fan favorite, focusing on contrastive structure (using space to differentiate between a mother on the left and a father on the right) and personal pronouns.
Unit 6 (Telling About Activities): The capstone of the beginner level. Students move from isolated signs to time-sequenced ordering (telling what you did yesterday, today, and tomorrow).