Braille Module 43 Summary of Contractions Used in Proper...

Braille Module 43 Summary of Contractions Used in Proper Names LOC Literary Lesson 11, Section 11.9

PROFITT Curriculum Module # 43 — Summary of Contractions

Braille Module 43-1

Braille Module 43 Summary of Contractions Used in Proper Names

LOC Literary Lesson 11.9

Summary

Goal(s): The goal is for students to gain an understanding and demonstrate a working knowledge of the short-form words used

in proper names and the applicable rules.

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

By the end of this module, students should

be able to:

BS43.1: Demonstrate a growing proficiency and knowledge of short-form

words used in proper names.

BS43.2: Review and test on the short-form

words.

BS43.3: Identify rules and apply knowledge through playing the game: Football.

Instructor:

Braille instructor

Delivery Method(s): Flash cards Lecture

Classroom reading Discussion One-on-one reading Hands on

Length:5 hours Three topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 11.9

Take Away Message(s): Take a deep, refreshing breath because you have now learned all the braille contractions. You are ready to learn more about formatting and style. Be very pleased with yourself. You are doing a good work. No man who is occupied in doing a very difficult thing, and doing it very well, ever loses his self-respect. — George Bernard Shaw (1856–1950)


Braille Module 43-2

Instructor Preparation

Title of Module: Summary of Contractions Used in Proper Names

The purpose of this module is for the students to study the summary of contractions pertaining to proper names. The students will also continue the process of structuring. This module will allow the students to play the game: Football.

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

Topic: Summary of Contractions used in Proper Names Time Allotted: 5 hours

A. Short-Form Words in Proper Names

(2 hours)

B. Review and Test

(1 hour)

C. Play the Game: Football

(2 hours)

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

1. LOC Manual

2. Drill book

3. EBAE

4. Index cards for making flashcards

5. Handouts and Answer Sheets: Lesson 11.9: Worksheet 1 (43.A.1) and Lesson 11.9: Answers to Lesson 11.9: Worksheet (43.A.2), Lesson 11: Test (43.B.1), and Answers to Lesson 11: Test (43.B.1) (one copy of answer sheets)

6. A copy of the Contraction Chart and answers

7. You will need a copy of Lesson 8 flashcards (Les8Flashcards.docx).

8. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

9. One football field: This should be a large grid representing a football field with hash

marks for the yard markers and goals at either end of the field.

10. You will need copies of the following: Football Field Grid (14.A.1), Instructions (14.A.3),

and the coin for start of game (14.A.2).

11. You will need the LOC Lessons 1-3 flashcards, the Special Question cards 1-3, one set of the Completed Play and Penalty cards, and the “downs” cards from the Football.xlsx file.

12. LOC Lesson book to challenge any questions


Braille Module 43-3

Classroom Preparation

1. Each workstation should have a computer, a braille writer, a slate and stylus, an LOC Manual, EBAE, a means of communicating with the embosser (network or thumb drive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, and highlighter.

2. Have the classroom flashcards prepared for Lesson 8 and materials for the students to make their own.

3. Have chalk and erasure board ready for use.

4. Have all pieces to the game ready to play.

5. Print out the flashcards for the game.

6. Prepare the table to play game.


Braille Module 43-4

Curriculum Content

A. Short-Form Words in Proper Names (2 hours)

Objective BS43.1: Demonstrate a growing proficiency and knowledge of short-form words

used in proper names.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with section 11.9which covers the rules for short-form words

used in proper names.

You will need a copy of Lesson 11 flashcards (Les11Flashcards.docx).

You will need copies of: Lesson 11.9: Worksheet (43.A.1) and Answers to Lesson

11.9: Worksheet (43.A.2).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will use the classroom flashcards for Lesson 11 as a review. Start out

slowly and pick up speed. Hold each card up and allow the students to shout out the

contractions. Then allow time for you to call on the students’ one at a time. This will help

to allow each student to test their memory.

As a class the students will read and discuss LOC Manual: Lesson 11.9 about using short-form words in proper names.

Some reminders to the students:

“Remember to always use precaution when using contractions in proper names.

Pronunciations vary widely, and if you do not know and cannot find out the correct

pronunciation of a name, it may be best not to use a contraction. Always consult a

good dictionary in order to decide how to correctly handle the words.

Don’t forget to look in Appendix B for a word list. Some proper names are included

in this list.

There are various types of dictionaries such as biographical and geographical that

can help you with pronunciations for proper names.”

Next the instructor will hand out the Lesson 11.9 Worksheet (43.A.1). This worksheet consists of 10 complete sentences for the students highlight all the contractions found in the sentences. There is an answer key. Allow for time afterwards to go over the worksheet

and answer questions.


Braille Module 43-5

FOLLOW-THROUGH ACTIVITIES

The instructor will have the students bring out their copy of the Contraction Chart. The

students will fill in the boxes that pertain to the short-form words in proper names. Please

allow time to go over this chart, fill in the boxes that apply, and allow for questions/

answers.

Some reminders to the students:

“Remember to fill out your Contraction Chart for this section. Today we learned

all of the short-form words in proper names. Use the “note” section to remind

yourself of the ways you can or cannot use the contraction. This will save you

valuable time when filled out correctly.

The Contraction Chart will be used throughout the braille modules as long as you

will be learning contractions. Take care of the one you have. Remember to fill it in

each time you learn new contractions.”

B. Review and Test (1 hour)

ObjectiveBS43.2: Review and test on the short-form words.


The instructor will be familiar with Lesson 11.

You will need the following handouts: Lesson 11: Test (43.B.1) and Answer to Lesson 11: Test (43.B.2).


Review Lesson 11 of the LOC Manual using the flashcards. The review is designed to prepare the students for the test.

The instructor will pass out the Lesson 11: Test (43.B.1) to each student. This test consists of all the short-form words learned in Lesson 11. An answer key is included. Allow

for time to go over the test and answer any questions.

ASSESSMENT

The expected outcome of the test will help both the instructor and the students to understand the students’ strengths and weaknesses. This will allow them to work together to strengthen the students weaknesses in any area.

This test is necessary for the students and the instructor to determine the knowledge acquired over Lesson: 6 of the Instruction Manual for Braille Transcribing, Fifth Edition, 2009. It is expected that the students will fully grasp the rules for the short-form words.


Braille Module 43-6

C. Play the Game: Football (2 hours)

Objective BS43.3: Identify rules and apply knowledge through playing the game: Football.


If this game was played in prior modules the instructor will have most of the preparation completed. Check to see if you need any pieces of the game. The instructor will need to print out the questions for Lessons 10-11.

You may want to schedule a “half-time” show with cheerleaders and/or a marching band. This will allow time for the students to refresh their minds and think about something else

before the second half.

If this is the first time the game has been played the instructor will need to prepare for the football game by making the football field, printing the necessary items, and reading the

instructions to gain an understanding of how to play.

You will need a “Football” to represent moves on the field. You can make a laminated football shape to use. You will want to size it according to the size of the table or board you will be using. Tape will hold it in the proper place and be easy to move when using an Erasure or chalk board. This is reusable.

You will need the template for the Football Field Grid (10.A.1).This should be a large grid representing a football field with hash marks for the yard markers and goals at either end of the field. You may cover a table with butcher paper and use a marker for the yard markers and goals at both ends or draw the grid on the board. This is reusable.

You will need the following handout: Instruction Sheet (10.A.2), one for each student.

You will need to make a Coin Toss (10.A.3) for the beginning of the game. This is

reusable.

There are two sets of questions. One set is for the General Questions and one is for the Special Questions. The Special Questions are used when a touchdown is attempted. The Special Question cards are taken from various sources such as the Soft Skills, Computer, Braille Modules and prior LOC Lessons.

The following cards will be easier to handle and last longer if printed on card stock paper.

You will need one set each of the following from the Football.xlsx file:

One set of the LOC Lessons 10-11 flashcards.

One set of the Special Question cards 10-11 flashcards.(used when

Touchdown is attempted)

One set of the Completed Play and Penalty cards. This set is reusable.

One set of the Downs cards. This set is reusable.


Braille Module 43-7


The instructor will explain that this section covers Lesson 10-11.

If this is the first time the game has been played the class will read and discuss the

instructions on how to play the Football Game.

Divide the class into two equal teams. Begin the game with the coin toss to see which team will go first.

Remind the students the importance of being able to cooperate and play as a team. This is

a good place for the students to challenge each other. If someone answers a question

and someone else challenges them let them work through the issue, as long as it does not

get out of hand. Playing games is good for team building and learning to cooperate with

one another.


Braille Module 43-8

Braille Module 43 Summary of Contractions Used in Proper Names LOC Literary Lesson 11, Section 11.9 Handouts and Answer Sheets


Braille Module 43-9

Lesson 11.9: Worksheet (43.A.1)

Highlight all the contractions that you find.

1. Drs. Benedict Wright and Corinth Gotham went to the Ti-n-Toumma plateau.

2. My friend In’s house in Shanghai is so lovely I almost want to move there.

3. The letter said to meet Mrs. Bella Vanderbuilt and Mr. Everett MacCommack in

Lawrenceburg, Tennessee at 1 o’clock.

4. Sandy Childs always said she should cook with Bisquick more often.

5. Against all odds Beatrice Compton swam across the Bering Sea.

6. Brigham Boone was born near Reading, Pennsylvania.

7. Merry Baedeker likes to visit Phoenix, Arizona by herself.

8. Blevin To likes to vacation on Easter Island.

9. In 1925 the city, Tsaritsyn, was renamed Stalingrad, for Soviet leader Joseph Stalin.

10. Suriname, also Surinam, formerly Dutch Guiana, a country in northeastern South

America, west of French Guiana, north of Brazil, and east of Guyana.

43.A.1


Braille Module 43-10

Answers to Lesson 11.9: Worksheet (43.A.2)

Highlight all the contractions that you find.

1. Drs. Benedict Wright and Corinth Gotham went to the Ti-n-Toumma plateau.

2. My friend In’s house in Shanghai is so lovely I almost want to move there.

3. The letter said to meet Mrs. Bella Vanderbuilt and Mr. Everett MacCommack in

Lawrenceburg, Tennessee at 1 o’clock.

4. Sandy Childs always said she should cook with Bisquick more often.

5. Against all odds Beatrice Compton swam across the Bering Sea.

6. Brigham Boone was born near Reading, Pennsylvania.

7. Merry Baedeker likes to visit Phoenix, Arizona by herself.

8. Blevin To likes to vacation on Easter Island.

9. In 1925 the city, Tsaritsyn, was renamed Stalingrad, for Soviet leader Joseph Stalin.

10. Suriname, also Surinam, formerly Dutch Guiana, a country in northeastern South

America, west of French Guiana, north of Brazil, and east of Guyana.

43.A.2



Lesson 11: Test (43.B.1) Fill in the following chart with the missing short-form or the missing meaning.

43.B.1

1. about 40. altogether

2. yr 41. dcvg

3. above 42. receiving

4. s(ch) 43. td

5. although 44. conceiving

6. ei 45. p(er)cv

7. much 46. yourselves

8. rjc 47. tn

9. himself 48. declaring

10. afw 49. hm

11. ourselves 50. must

12. wd 51. nei

13. its 52. deceive

14. lr 53. afn

15. yourself 54. herself

16. ag 55. (be)f

17. perceiving 56. itself

18. (be)n 57. o’c

19. declare 58. themselves

20. (con)cv 59. rjcg

21. little 60. myself

22. (sh)d 61. ag(st)

23. oneself 62. thyself

24. alm 63. p(er)h

25. between 64 paid

26. sd 65. cd

27. quick 66. already

28. (be)y 67. tgr

29. also 68. braille

30. nec 69. alw

31. because 70. immediate

32. gd 71. bl

33. according 72. below

34. (be)h 73. fr

35. children 74. beside

36. perceiving 75. rcv

37. f(st) 76. grt

38. after 77. tomorrow or to-morrow

39. acr

PROFITT Curriculum Braille Module 43-Summary of Contractions


Answers to Lesson 11: Test (43.B.2) 1. ab about 40. alt altogether

2. yr your 41. dcvg deceiving

3. abv above 42. rcvg receiving

4. s(ch) such 43. td today or to-day

5. al(th) although 44. (con)cvg conceiving

6. ei either 45. p(er)cv perceive

7. m(ch) much 46. yrvs yourselves

8. rjc rejoice 47. tn tonight or to-night

9. hmf himself 48. dclg declaring

10. afw afterward 49. hm him

11. (ou)rvs ourselves 50. m(st) must

12. wd would 51. nei neither

13. xs its 52. dcv deceive

14. lr letter 53. afn afternoon

15. yrf yourself 54. h(er)f herself

16. ag again 55. (be)f before

17. p(er)cvg perceiving 56. xf itself

18. (be)n beneath 57. o’c o’clock or oclock

19. dcl declare 58. (the)mvs themselves

20. (con)cv conceive 59. rjcg rejoicing

21. ll little 60. myf myself

22. (sh)d should 61. ag(st) against

23. (one)f oneself 62. (th)yf thyself

24. alm almost 63. p(er)h perhaps

25. (be)t between 64 pd paid

26. sd said 65. cd could

27. qk quick 66. alr already

28. (be)y beyond 67. tgr together

29. al also 68. brl braille

30. nec necessary 69. alw always

31. (be)c because 70. imm immediate

32. gd good 71. bl blind

33. ac according 72. (be)l below

34. (be)h behind 73. fr friend

35. (ch)n children 74. (be)s beside

36. p(er)cvg perceiving 75. rcv receive

37. f(st) first 76. grt great

38. af after 77. tm tomorrow or to-morrow

39. acr across

43.B.2

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