Naturally 1011 - Signing

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.

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.

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 1011

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

In American Sign Language (ASL) curriculum, "Signing Naturally 10.11" refers to a specific homework assignment and narrative lesson titled "A Lesson Learned." This story is part of the standard curriculum used in colleges and high schools to teach signers how to use role-shifting, storytelling techniques, and narrative flow. Narrative Summary: "A Lesson Learned"

The story follows a character named Melvin who is asked to babysit for his Deaf friends.

The Conflict: The three-year-old daughter of the couple keeps asking Melvin to turn the bedroom lights on and off so she can play.

The "Solution": Tired of getting up, Melvin teaches the little girl how to stand on a chair and operate the light switch herself.

The Unintended Consequence: After Melvin leaves, the little girl spends the entire night turning the lights on and off while her parents are trying to sleep. The lesson highlights that teaching children independence can sometimes have exhausting results that cannot be "un-taught". Key Learning Objectives for Unit 10.11

When practicing this piece, students typically focus on the following ASL grammatical structures:

Role-Shifting: Switching between the perspectives of Melvin, the young girl, and the parents to show dialogue and action.

Spatial Agreement: Setting up the "bedroom" and "light switch" in the signing space to maintain consistency throughout the story.

Narrative Structure: Using appropriate transitions to move from the introduction (babysitting request) to the body (the "teaching" moment) and the conclusion (the parents' sleepless night).

Non-Manual Markers (NMMs): Using facial expressions to convey Melvin's exhaustion, the girl's persistence, and the parents' eventual frustration. Related Material in Unit 11 Signing Naturally Unit 11 - sciphilconf.berkeley.edu

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: Signing Naturally is the most widely used curriculum

1. 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.

2. 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.

3. 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.”

4. 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.

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.

Day 3: Receptive Shadowing

Watch the embedded video in Unit 10.11 (or the DVD/online portal that comes with your book).

• First watch: Turn the sound off. Watch only the face. Note when eyebrows raise.
• Second watch: Watch the hands. Mimic (shadow) the handshapes two seconds behind the signer.
• Third watch: Write down the timeline. What happened first, second, third? ASL stories in 1011 are chronological. If you write the order down in English, you will pass the quiz.

Cultural Notes: The Deaf Perspective on "Accidents"

One cannot study Signing Naturally 1011 without understanding the cultural context. Deaf storytellers do not tell accidents the way hearing people do.

In hearing English culture, an accident story might focus on blame ("He ran the red light!"). In ASL Deaf culture, the focus is on visual detail and consequence.

• Visual vernacular: The signer will spend 70% of the time showing the visual trajectory of the objects (glass spraying, hubcaps rolling).
• Collective responsibility: Deaf narratives in this unit often avoid direct finger-pointing. Instead, they use the "Should-have" non-manual marker (a slight head shake and puffed cheeks) to indicate regret.

Instructor Tip: If you are a teacher grading Signing Naturally 1011, do not penalize a student for not knowing the "exact English translation." Grade them on spatial accuracy—did the CL:3 car turn left relative to the CL:1 person?

Common "IF" Signs

In Unit 10.11, you will encounter three variations of "IF" depending on context:

1. General "IF": The standard sign (forming the letter "I" with the dominant hand, moving it downward slightly past the non-dominant hand).
   • Use: General hypothetical situations.
2. SUPPOSE: Often used interchangeably with "IF" to set up a scenario.
   • Use: "Suppose you lose your keys..."
3. FINISH-TOUCH (or "Have-to" context): Sometimes "If" is implied by the context without a specific sign, but in SN 10.11, the focus is usually on the explicit conditional marker.

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).

1. Core Learning Objectives

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

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

Conclusion

Signing Naturally 1011 is not just a homework assignment; it is a rite of passage. It marks the moment you stop translating English words into signs and start thinking in ASL space. The Verdict Signing Naturally Units 1-6 (1011) succeeds

Remember: The goal is not perfection. The goal is clarity. When you watch a Deaf person tell a story about a broken vase or a fender bender, they use their entire body. Get out of the habit of using just your hands.

Practice your CL:3. Check your shoulder shifting. And never, ever forget to use your eyebrows.

Good luck—and sign naturally.

Are you currently studying Signing Naturally 1011? Share your biggest struggle with narrative storytelling in the comments below (or better yet, share a video of your CL:3 practice).

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

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.