Braille Module 40 LOC Lesson 10, Assessmentprofitt.gatech.edu/drupal/sites/default/files/curriculum/Literary... · Braille Module 40 LOC Lesson 10, Assessment ... E $ L L A N; U T

Braille Module 40 LOC Lesson 10, Assessment

PROFITT Curriculum Module # 40 — LOC Lesson 10 Assessment

Braille Module 40-1

Braille Module 40 LOC Lesson 10, Assessment

Summary

Goal(s): The goal is for the students to complete Lesson 10 by reading and writing in longhand the Reading Practice and to compare it to the simulated braille. The students will also prepare the Exercise to complete this lesson. Each student will be

evaluated by the instructor.

SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

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

BS40.1: Demonstrate proofreading skills through a reading practice in simulated

braille.

BS40.2: Demonstrate usage of computer skills working with Perky Duck for exercise transcription.

BS40.3: Submission of LOC Lesson 10

Exercise with 90% accuracy.

BS40.4: Evaluation by the instructor.

Instructor:

Braille instructor

Delivery Method(s):

Lecture Classroom Discussion One-on-one reading Hands on Evaluation

Length: 5 hours Three topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 10

Reading Practice (page 10—6) and Exercise (pages 10—7-8)

Take Away Message(s): You have completed the tenth Lesson of the Instruction Manual for Braille Transcribing, Fifth Edition, 2009. Be proud of yourself! Your hard work will reward you in the end. There are 9 more lessons and your manuscript to look forward to. The final-letter contractions are another space saver. Fine tune the areas of braille you struggle with through practicing daily. The quicker you learn the contractions the faster your braille typing will become. Keep perfecting your braille skills and you will be a success.


Braille Module 40-2

Instructor Preparation

Title of Module: LOC Lesson 10, Assessment

The purpose of this module is for the students to complete the transcription exercise at

the end of Lesson 10 to assess proficiency with the final-letter contractions. This module

also reviews the six short-form words pertaining to the braille code. This Module will

provide time for the Reading Practice and the Exercise.

Agenda – topics to be covered in the module and length of each item

Topic: LOC Lesson 10, Assessment Time Allotted: 5 hours

A. LOC Lesson 10 Reading Practice

(1 hour)

B. LOC Lesson 10 Exercise

(3 hours)

C. Evaluation

(1 hour)

Materials and Supplies – items needed in order to carry out the agenda and classroom activities

1. Computer with Perky Duck

2. LOC Manual, and photocopies of Exercise 10

3. EBAE

4. Pencil

5. Handouts and Answer Sheets: Lesson 10: Puzzle (40.C.1), Answers to Lesson 10: Puzzle (40.C.2), Lesson 10: Worksheet (40.C.3) and Answers to Lesson 10: Worksheet (40.C.4) (one copy of answer sheets)

Classroom Preparation – steps to follow when setting up the learning environment

1. The room should be arranged to allow comfortable interaction between students, and

the instructor during small and large group activities.

2. The classroom should be set up for friendly interaction and peer support.

3. Tables should have enough space for the instructor and each student to use the LOC Manual and handouts. Have a computer available for students.

4. Have a list of students paired together for the proofreading exercise.

5. Prepare the classroom with the chalk and erasure boards.


Braille Module 40-3

Curriculum Content

A. LOC Lesson 10 Reading Practice (1 hour)

Objective BS40.1: Demonstrate proofreading skills through a reading practice in simulated

braille.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with Lesson 10 pertaining to the final-letter contractions and

the short-form words for across, also, almost, immediate, must, and necessary.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will have the students open their LOC Manual to page 10-6 for the Reading Practice. This Reading Practice will help the students to read simulated braille to another student. Remind the students that good proofreading skills are imperative to produce clear, concise braille for the reader.

As a class the students will practice reading braille out loud by taking turns reading each

sentence. This practice helps the students to realize the importance of sight to speech aids

which are very significant in the braille learning process. After each one has read through

the practice they are to write out the sentences in longhand.

This activity also helps the students to learn some valuable proofreading and teamwork

skills. When they are completed they are expected to compare their longhand with the

answers found in Appendix A at the back of the LOC Manual.

ASSESSMENT

The goal of the activity is to build good visual skills of the dot formations, proofreading

skills, and teamwork. The instructor will be able to assess the students work through

listening to the students read and evaluating their papers.

B. LOC Lesson 10 Exercise (3 hours)

ObjectiveBS40.2: Demonstrate usage of computer skills working with Perky Duck for

exercise transcription.

Objective BS40.3: Submission of LOC Lesson 10 Exercise with 90% accuracy.


The instructor will be familiar with the Lesson 10 Exercise on page 10-7. The LOC Manual: Lesson 10: Exercise is a hands-on test of the students’ knowledge. LOC Manual: Lesson 10 Exercise includes the final-letter contractions and the short-form words for


Braille Module 40-4

across, also, almost, immediate, must, necessary and covers the areas studied in this

lesson.

You will need copies of: Exercise 10 (photo copies).


The instructor will pass out the photo copies and read the instructions to the class. Allow

time to answer any questions. Instruct the students to take their time formatting the

photocopy prior to transcription.

The instructor will explain that the Exercise is a list of 35 complete sentences for the

students to braille on Perky Duck.

ASSESSMENT

The expected outcome of the LOC Manual: Lesson 10 Exercise is for students to pass and

continue on to Lesson 11.

The instructor will assess each student by the passing grade. The students are required

to pass this exercise with 90% accuracy.

C. Evaluation (1 hour)

Objective BS40.4: Evaluation by the instructor.


The instructor will be familiar with the Lesson 10: Puzzle (40.C.1) and the Lesson 10:

Worksheet (40.C.3).

You will need copies of: Lesson 10: Puzzle (40.C.1), Answers to Lesson 10: Puzzle (40.C.2), Lesson 10: Worksheet (40.C.3) and Answers to Lesson 10: Worksheet (40.C.4).


The instructor will pass out Lesson 10: Puzzle (40.C.1) and Lesson 10: Worksheet

(40.C.3) to each student. The students can work on these as the instructor takes one

student at a time to evaluate their progress.

The Lesson 10: Puzzle (40.C.1) is a search and find puzzle in simulated braille. There is

an answer sheet to this puzzle.

The Lesson 10: Worksheet (40.C.3) was created for the students to practice

structuring and brailling. The instructor will read the instructions to the class.


Braille Module 40-5

When the class settles down with the handouts the instructor will take each student aside

to talk about their work, behavior, and review any significant information.

The evaluation allows the instructor the opportunity to assess the areas the students may

have to review in the following weeks for clarification so the students will be able to better

refine their braille skills.


Braille Module 40-6

Braille Module 40 LOC Lesson 10, Assessment Handouts and Answer Sheets


Braille Module 40-7

Lesson 10: Puzzle (40.C.1)

A S S I / . E S S A P R O C E S . N A L

P T 1 S P O O N ; L R T V A > / R E U R

R S , O T E L R R F O ? H V ? U H Q A M

O $ / * O C K F U L L S . ; O R / = L .

V ? , . > Y U A O E Q U , Y O > 3 O = T

I P E E = . / H V - E R S = D . E D C A

D R P L T / , F C ; D C R S C O B > 3 9

; E $ L L A N ; U T I / 3 P V S A > O O

E C Q O R R > B R / ; . , Y U R E H V S

E I / R E , Y ? L 3 N O = O 3 B O O I Q

> . D V U Y ? 3 $ U * I E F T A 9 E S S

H N S A R + Y A P T $ Y T P B R R L U T

. ? E / E C O Y F B ? U F S S , P = , B

O P A O C F U N D A ; T A L U H C T Y .

H ; E = ? O 3 Q . U E O I I T > O L T S

, Y O ? 3 R B B S E C 3 ? O F T E R / $

? + U T O T , Y L U Y U ; ; T B . D > Y

O / A S T R C L B P F S L S / V O T T >

U ? O 3 Y A T . U A U T L T $ > P / T O

H O P E . S M E ; T O , Y E P T O H T T

40.C.1


Braille Module 40-8

Lesson 10: Puzzle (40.C.1)

Structure the following words before you try to search for them in the

puzzle grid.

1. around

2. precision

3. constitutional

4. memento

5. stationary

6. lance

7. boundary

8. processional

9. mountain

10. edition

11. comment

12. assistance

13. hopeless

14. providence

15. cavity

16. really

17. chancellor

18. blessed

19. henceforth

20. faithfully

21. pitying

22. rallying

23. fundamental

24. teaspoonful

25. chockfull

26. chieftainess

27. equally

28. totally

29. visually

30. lioness

31. thence

32. danced

40.C.1

Braille Module 40-9

Answers to Lesson 10: Puzzle (40.C.2)

40.C.2

A S S I / . E P R O C E S . N A L

P T 1 S P O O N ; L A

R V M

O * O C K F U L L ; .

V . E Q U , Y T

I P E / - E D . E D A

D R L , ; D 9

; E L L A N ; U T I / 3

E C O R > ; V

I R E , Y N I

> . D Y * I E F T A 9 E S S

N + U

? F , B

P F U N D A ; T A L Y .

H ; E = ? E I I S

Y ? O $

+ T O T , Y ; ; B . D > Y

L L S

. L

H O P E . S M E ; T O Y


Braille Module 40-10

Lesson 10: Worksheet (40.C.3)

Structure and braille this page on Perky Duck. Remember: to center the heading Around and Around!

1. Check which cell your text will start in. Then write that number above the sentence.

2. Highlight all the contractions you will be using that you have learned so far. Write the contraction you will use over the word.

3. Count every cell you will need until you get to the number 40, which is how many cells in a braille line. Remember that some characters will use more than one cell and contractions will use less cells.

PROOFREAD your own work prior to handing it to another student.

Around and Around!

The carousel was so beautiful! There were large carved animals that everyone could ride. Frances liked to bounce up and down on the large horses. The horses were the handsomest and most regal of the bunch. The lions had long teeth and looked like they were ready for action. Frightening for those with boundaries, but a wonderful thrill for Spencer. The elephants had a hopeful look on their faces, like they will soon stop going around and around. Grandma Sally totally felt the same way. She too wished the whole thing would stop! The elegant swans looked like they were dancing in the wind. Clarence bounded up to one and looked at them curiously.

The whole town loved to present themselves the first day of spring when they finally turned the carousel on. This amusement park had the best rides and you could always pick up a memento to take home with you. The other rides were equally amusing. There was the blind bat ride. This was so scary! You can’t see your hand before your eyes it is so dark. There was also the teacup ride. Some of the boys thought this ride was unfulfilling, but lots of folks liked it. There were games that one had to concentrate as they threw basketballs into a hoop. The distraction of the noise could knock you off balance and you couldn’t have any assistance. To shoot with precision the first time is the ultimatum.

The food court is surrounded by the huge mountain lion statues. There was lots of food to choose from. So, we made a proposition to everyone and headed down to the food court to eat. We sat with O’Mally. What vitality this man had. He commenced to stand up when the band played and danced! The whole place concentrated around him and participated in this beautiful expression of grace. We all clapped and congratulated him for blessing us. As we all danced I tried a teaspoon of fried butter. Soft and sweet--it melted in my mouth, but I was concerned about getting a cavity.

40.C.3



Well, the day at the fair had us going around and around indeed! We had such a fantastic time. With all the merriment of the day we all started to yawn. The day was closing in on us and sleep was right around the corner. I was hopeful we would all be dreaming of the fun in a little bit. This trip was a very good conclusion to the day!

40.C.3



Answers to Lesson 10: Worksheet (40.C.4)

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1.07 LIONS°_H°L;G°TEE?°&°LOOK$°L°!Y°7°R1DY°=°

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1.09 ?RILL°=°SP;ER4°,!°ELEPHANTS°_H°A°HOPE;L°

1.10 LOOK°ON°_!°FACES1°L°!Y°W°SOON°/OP°GO+°°°

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1.16 °°,!°:OLE°T[N°LOV$°6PRES5T°!MSELVES°!°F/

1.17 "D°(°SPR+°:5°!Y°F9,Y°TURN$°!°C>\SEL°ON4°

1.18 ,?°AMUSE;T°P>K°_H°!°BE/°RIDES°&°Y°C\LD°°

1.19 ALW°PICK°UP°A°ME;TO°6TAKE°HOME°)°Y4°,!°°

1.20 O!R°RIDES°7°EQU,Y°AMUS+4°,"!°0°!°BL°BAT°

1.21 RIDE4°,?°0°S°SC>Y6°,Y°C'T°SEE°Y\R°H&°2=E

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1.25 GAMES°T°"O°_H°63C5TRATE°Z°!Y°?REW°BAS-°°

40.C.4



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2.02 C\LD°KNOCK°Y°(F°BAL.E°&°Y°C\LDN'T°H°ANY°

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2.04 ULTIMATUM4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

2.05 °°,!°FOOD°C\RT°IS°SURR.D$°0!°HUGE°M.TA9°

2.06 LION°/ATUES4°,"!°0°LOTS°(°FOOD°6*OOSE°F4

2.07 ,S1°WE°MADE°A°PROPOSI;N°6"EY"O°&°H1D$°°°

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40.C.4

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Braille Module 40 LOC Lesson 10, Assessmentprofitt.gatech.edu/drupal/sites/default/files/curriculum/Literary... · Braille Module 40 LOC Lesson 10, Assessment ... E $ L L A N; U T