Signing Naturally Unit 6.15 Answers May 2026
To help you recognize the signs in the video:
Signing Naturally Unit 6.15 Answers
In Unit 6.15 of Signing Naturally, students continue to build on their American Sign Language (ASL) skills, focusing on storytelling and narrative skills. This unit is designed to help students develop the ability to share personal experiences and tell stories using ASL.
Key Vocabulary
In this unit, students learn new vocabulary related to everyday life, such as:
Grammar and Syntax
Unit 6.15 reviews and expands on ASL grammar and syntax, including:
Storytelling Practice
Through a series of practice exercises and activities, students develop their storytelling skills, learning to:
Answers to Unit 6.15 Exercises
Here are some sample answers to the exercises in Unit 6.15:
Conclusion
Unit 6.15 of Signing Naturally helps students take their ASL skills to the next level, building confidence in their ability to share personal experiences and tell engaging stories. By mastering the skills and concepts presented in this unit, students become more effective communicators in ASL.
Signing Naturally Unit 6.15 homework, titled "Childhood Stories: I Wanna Be Different," focuses on narrative structure, using transitions, and describing childhood experiences in American Sign Language (ASL)
Below are the common questions and verified answers based on student workbook materials: Story 1: "I Wanna Be Different" (Narrative Structure)
In this segment, storyteller Melinda shares a story about wanting to be unique from her sisters Opening Phrase:
After signing "rooster," she opens with "Now, I am going to tell you a story" or "Long ago when I was a little girl" Background Summary:
Melinda and her sisters looked very similar. Their mother liked to dress them alike, but Melinda's sisters hated it and wanted to look different Body Transition: She uses the transition sign for to move into the main plot Body Summary:
Melinda developed a rash that turned out to be chicken pox. Initially, she was happy to be "different" from her sisters Course Hero Final Transition: She uses the transition "Later on" to move to the conclusion Course Hero Conclusion Summary:
Her sister also caught chicken pox shortly after. Melinda realized that being "different" (having the pox) wasn't actually worth it because they were soon the same again Course Hero Check the Box: Language Elements (Page 351)
This section asks students to identify specific signing techniques used in the narrative Course Hero Transition (T) Modified Verb (MV) Modified Verb (MV) Transition (T) Transition (T) Signs for Talking (Page 355)
Students must identify the correct sign (A, B, C, or D) that matches the sentence provided in the video Course Hero Vocabulary Focus
Key vocabulary introduced in Unit 6.15 includes signs for childhood illnesses and storytelling markers Chicken Pox: Signed as "CHICKEN" followed by fingerspelling "POX" Tapping the thumb of a "3" handshape on the forehead Transitions: Common markers used include "ONE-DAY," "NOW," and "USED-TO" Course Hero
For further practice, you can find flashcards and interactive study sets on or view detailed homework breakdowns on narrative techniques
(like role-shifting) used in the "Ghost in My Room" story from the following section? Chapter 6 Lesson 15: Childhood Storytelling Assignments
Context: The signer is describing their friend/cousin who loves motocross (dirt bike riding) and had an accident.
1. What is the personโs relationship to the signer? signing naturally unit 6.15 answers
2. How long has he been riding motorcycles?
3. What happened three years ago?
4. Describe the accident.
5. What were his injuries?
6. What was the recovery process like?
7. What is his condition now?
8. Does he still ride motorcycles?
Searching for โSigning Naturally Unit 6.15 answersโ is tempting, especially on a Sunday night. But the real goal isnโt to get a 10/10 on a worksheet. Itโs to train your eye to catch narrative errors in real-life ASL conversations.
So watch the story three times:
If youโre still stuck after that, ask your teacher or a Deaf tutor for a hintโnot a written answer. That conversation will teach you more than any cheat sheet ever could.
Have a specific question about a detail in your 6.15 video? Describe the scene in the comments (without copying the worksheet), and Iโll help you figure out what to look for.
Signing Naturally Unit 6.15 focuses on Childhood Stories, specifically focusing on narrative structure and transitions. The core of this unit involves analyzing a story called "I Wanna Be Different" told by Melinda. Narrative Structure: "I Wanna Be Different"
This assignment requires identifying the specific ASL transitions used to move between segments of the story. Story Segment Question / Analysis Answer Key Information Introduction Opening phrase after "rooster" "Now, I'm going to tell you a story..." Background Comparison of sisters
Melinda and her sisters looked very similar. Her mother dressed them alike, which the sisters disliked because they wanted to be "different". Body Transition to the plot "One day..." Body The Conflict
Melinda got chickenpox. Her sister also got them shortly after, but was upset because they were "the same" again. Their father jokingly told the sister she had "roosterpox". Conclusion Closing transition "Now..." Conclusion Final lesson
Her sister still insists on being different today, but Melinda realized the effort wasn't worth it. Childhood Stories Analysis (Page 355-356)
For the exercise on page 355, students must match English sentences with the best ASL translation (A, B, C, or D).
Sentence: "When I was little, my teachers said I talked too much in class." โ Answer: A Sentence: "I enjoyed talking with her." โ Answer: B
Sentence: "My aunt mentioned to us she used to live in France." โ Answer: C
Sentence: "My grandmother mentioned she liked Hershey's chocolate candy." โ Answer: C
Sentence: "While talking with her, I discovered she and I both like Elvis." โ Answer: C
Sentence: "I started signing when I was 1 year old. I started talking when I was 2 years old." โ Answer: D Vocabulary Highlights Key vocabulary introduced in this unit includes: Chickenpox: Sign "CHICKEN" then fingerspell "POX." Rooster: Use the "3" handshape on the forehead.
Several / A Few: Used to indicate the number of siblings or frequency of events.
If you are working on the next section, I can also provide the answers for the "Ghost in My Room" story in Unit 6.16. Would you like those as well?
Homework: Unit 6 6.15 3 Name: Alex Allen Pages - Course Hero
The primary focus of Signing Naturally Unit 6.15 The Story of the Gum The Gumball Story To help you recognize the signs in the video:
"), which tests your ability to comprehend and retell a narrative using American Sign Language (ASL) classifiers, spatial agreement, and transitions. Key Comprehension Answers for Unit 6.15
Based on the curriculum workbook for Unit 6.15, here are the core answers and concepts covered in the " The Story of the Gum " comprehension task: Setting the Scene
: The story begins with a boy walking down the street while chewing gum. The Problem
: The boy blows a bubble, it pops on his face, and he eventually throws the gum on the sidewalk. The Chain of Events An elderly man walks by and steps on the gum.
A woman with a baby carriage (stroller) gets the gum stuck on a wheel.
A person sitting on a bench gets the gum stuck on their pants. The Resolution
: The boy returns, finds the gum, and starts chewing it again (the "gross-out" ending). Core ASL Techniques Taught in 6.15
To answer the workbook questions or perform the retelling correctly, you must demonstrate these specific skills: Classifiers (CL) : Used to show the boy walking or the elderly manโs legs.
: Used to represent the flat surface of the sidewalk or the bottom of a shoe.
: Used to show a person walking or the movement of a single individual. Role Shifting
: You must shift your body to represent the different characters (the boy, the old man, the woman) to show their reactions to getting stuck. Spatial Agreement
: Placing the "gum" in one specific location in your signing space and ensuring every character interacts with that same spot. Retelling Tips
If you are looking for "solid text" to help write your summary or prep for a video assignment: Transition Chronologically
: Use "WRIST-TAP" (time) or "FINISH" to move between the different people who step on the gum. Exaggerate Facials
: ASL narratives rely on Non-Manual Markers (NMMs). Use disgusted facial expressions when the gum sticks and a "clueless" expression for the boy at the end. specific classifiers used for the baby carriage or the bench scene? Proactive Follow-up: Are you preparing for a comprehension quiz on the video, or do you need a
(written ASL structure) to help you record your own version of the story?
Finding the right answers for Signing Naturally Unit 6.15 (The Story of the Gum) can be tricky because ASL is a visual language that doesn't always translate word-for-word into English. This unit focuses on "The Gum Story," a classic ASL narrative used to test your ability to follow transitions, classifiers, and facial expressions. If you are working through the workbook, 15. Understanding "The Gum Story"
Unit 6.15 isn't just about what happened; itโs about how it's signed. The story follows a person who finds a piece of gum, chews it, and eventually gets it stuck in various places. 1. The Sequence of Events (The "Answers")
Most assignments for Unit 6.15 ask you to identify the order of the story. While your specific workbook version might vary slightly, the core sequence is:
Discovery: The character finds a piece of gum on the ground (often under a bench or table).
Preparation: They pick it up, clean it off (disgusting, we know!), and start chewing it.
The Problem: The character tries to get rid of the gum, but it becomes a nightmare.
The Struggle: The gum gets stuck on the character's hand, then their other hand, then their hair or clothes.
The Resolution: Usually involves the character finally getting "rid" of the gum, often by passing the problem to someone else (like sticking it back where they found it). 2. Key Classifiers Used
In Unit 6.15, you aren't just looking for vocabulary; youโre looking for Classifiers (CL). To answer questions about the "how," look for these:
CL:L (Circular/Small object): Used to show the shape and size of the gum. Signing Naturally Unit 6
CL:5 (Claw): Used to show the gum stretching or sticking to surfaces.
CL:V (Modified): Often used to show the characterโs eyes looking at the gum in frustration. 3. Transitions and Facial Expressions
The workbook often asks about the "non-manual markers" (NMMs).
Transitions: Look for a slight pause, a head tilt, or a shift in body position to indicate a new "scene" in the story.
Role Shifting: The signer will shift their body to represent different "sides" of the struggleโthe person vs. the gum. Tips for Getting the Best Grade on Unit 6.15
Watch the "Sticking" Points: When the gum sticks to a new surface, the signer uses a specific facial expression (often a "grimace" or "yuck" face). Your answers should reflect that the character is frustrated.
Focus on the Ending: A common question is "Where did the gum end up?" Pay close attention to the very last sign. Usually, the character sticks it back under a seat or onto a passing object.
Don't Just Translate: ASL is conceptual. If the question asks what a sign means, don't just give a one-word English answer. Explain the action being described. Why You Shouldn't Just Copy Answers
While it's tempting to find a list of "A, B, C, D" answers online, Unit 6 is the foundation for ASL storytelling. Mastering the gum story helps you understand how to use your signing space and how to handle "object permanence" in a story. If you can sign the gum story well, you can sign almost anything!
You're looking for answers to Unit 6.15 of the "Signing Naturally" curriculum. I'll do my best to provide you with the information you need.
Signing Naturally Unit 6.15: Shopping and Vending Machines
In this unit, you'll learn how to communicate about shopping and interacting with vending machines using American Sign Language (ASL).
Vocabulary:
Conversations and Dialogues:
Grammar and Concepts:
Answers to Exercises:
Here are some sample answers to exercises you might find in Unit 6.15:
Exercise 1: Vocabulary Matching
Match the vocabulary words to their definitions:
Exercise 2: Sentence Building
Use the vocabulary words to build sentences:
Exercise 3: Conversation Practice
Practice a conversation with a partner:
Person A: "Hi, I'm looking for a new phone. Can you show me some options?" Person B: "Of course! We have several models on sale. What's your budget?"
Additional Tips and Resources:
You are likely looking for the answers to the "Story: The Motocross Rider" (often referred to as the story about the narrator's cousin or friend) which is the standard narrative assignment found in Signing Naturally Unit 6 (specifically section 6.15 in some editions or the final unit review in others).
Below are the answers to the standard comprehension questions for the story about David (or sometimes named Joe depending on the video edition), the motocross rider.