Braille Module 59 LOC Lesson 16, Assessmentprofitt.gatech.edu/drupal/sites/default/files/curriculum... · 2012-09-24 · PROFITT Curriculum Module # 59 ² LOC Lesson 16 Assessment

Braille Module 59 LOC Lesson 16, Assessment

PROFITT Curriculum Module # 59 — LOC Lesson 16 Assessment

Braille Module 59-1

Braille Module 59 LOC Lesson 16 Assessment

Summary

Goal(s): The goal is for the students to fulfill the requirements for Lesson 16 by preparing the Exercise for submission. Each student will be evaluated by the instructor.

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

By the end of this module, the students

should be able to:

BS59.1: Review and gain knowledge of the

BANA Braille Codes Update, 2007 and the

LOC rules.

BS59.2: Demonstrate usage of computer

skills working with Perky Duck for exercise

transcription.

BS59.3: Submission of LOC Lesson 16

Exercise with 90% accuracy.

BS59.4: Evaluation by the instructor.

Instructor: Braille instructor

Delivery Method(s):

Lecture Classroom reading

Discussion One-on-one reading Hands on Evaluation

Length: 5 hours Three topics

Any Applicable Business and/or Soft Skills:

Lesson 16 Exercise (page 16-9)

Take Away Message(s): You have completed the sixteenth Lesson of the Instruction Manual for Braille Transcribing, Fifth Edition, 2009. Lesson 16 contained a lot of information on a variety of speech and language. It will help you in the long run to understand the differences between foreign words, anglicized words, corrupt words, coined words, and specialized terminology. The quicker you are able to distinguish these the faster you will be able to perceive how to transcribe these items according to the rules. Remember that the accent sign is dot 4 and the Non-Latin letter indicator is dot 2. You may or may not have these items in your manuscript, but invariably you will when you start to transcribe books. There are three more lessons and your manuscript to look forward to. You are doing a good job!


Braille Module 59-2

Instructor Preparation

Title of Module: LOC Lesson 16, Assessment

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

the end of Lesson 16 to assess proficiency with the literary code rules pertaining to the

accent symbol, foreign words in English text, anglicized words, corrupt words, coined

words, specialized terminology, non-Latin alphabets, Old and middle English, and foreign

punctuation. This Module will provide time for the Exercise and an evaluation by the

instructor. The students review and parts of the BANA Braille Codes Update, 2007 and the

LOC rules.

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

Topic: LOC Lesson 16, Assessment Time Allotted: 5 hours

A. Review BANA Braille Codes Update, 2007 and the LOC Rules

(1 hour)

B. LOC Lesson 16 Exercise

(3 hours)

C. Evaluation

(1 hour)

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

1. LOC Manual, and photocopies of Exercise 16

2. EBAE

3. Handouts and Answer Sheets: Literary Braille Handout (59.A.1), Lesson 16: Worksheet (59.C.1) and Answers to Lesson 16: Worksheet (59.C.2)

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

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 chalk and erasure board ready for use.


Braille Module 59-3

Curriculum Content

A. Review: BANA Braille Codes Update, 2007 and the LOC Rules. (1 hour)

Objective BS59.1: Review and gain knowledge of the BANA Braille Codes Update, 2007

and the LOC rules.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with the BANA Braille Codes Update, 2007 and the LOC

rules.

The students will use their EBAE for this section.

You will need copies of: Literary Braille Handout (59.A.1).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss the Literary Braille Handout. In this handout the student will study some of rules from the BANA Braille Codes Update, 2007 and the

LOC Manual.

B. LOC Lesson 16 Exercise (3 hours)

Objective BS59.2: Demonstrate usage of computer skills working with Perky Duck for

exercise transcription.

Objective BS59.3: Submission of LOC Lesson 16 Exercise with 90% accuracy.


The instructor will be familiar with the Lesson 16 Exercise on page 16-9. The LOC

Manual: Lesson 16: Exercise is a hands-on test of the students’ knowledge. This Exercise

includes the accent symbol, foreign words in English text, Anglicized words, corrupt words,

coined words, specialized terminology, non-Latin alphabets, Old and Middle English, and

the foreign punctuation learned in this lesson.

The instructor will remind the students to turn the lesson in on a disk, thumbdrive, or in a

network folder. They will also turn in a hard copy of the lesson.

You will need copies of: Exercise 16 (photo copies).


Braille Module 59-4


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 24 complete sentences for the students to

braille on Perky Duck.

Some reminders to the student:

“Remember to look up the rules before asking someone else. You will want to know

the rules for yourself as you get closer and closer to transcribing the manuscript.

Once you have transcribed the Exercise be sure to print out your Exercise to

proofread. Proofreading on the computer is possible, but chances are you will not

be able to catch your mistakes as fully as a print copy. Proofread your own Exercise

prior to handing it to someone else for proofing.

Take the time to structure the Exercise thoroughly before you start to transcribe. It

is important for you to complete this Exercise in order to go on to the next lesson.

This Exercise is the final to Lesson 16 and needs a passing grade before the next

lesson is to be graded. A passing grade of 90% or higher is required.”

The instructor is to grade the lessons and relay to students what sentences have error(s).

Students are expected to find and fix them, and then resubmit them for review. If they

need help finding them, they can ask, but the responsibility to ask/fix is with them.

ASSESSMENT

The expected outcome of the LOC Manual: Lesson 16 Exercise is for students to pass and

continue on to Lesson 17.

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 BS59.4: Evaluation by the instructor.


The evaluation by the instructor is important for the students to realize their strengths and

weaknesses. The instructor will be familiar with the Lesson 16: Worksheet (59.C.1).


Braille Module 59-5

You will need copies of: Lesson 16: Worksheet (59.C.1) and Answers to Lesson 16:

Worksheet (59.C.2).


The instructor will pass out a Lesson 16: Worksheet (59.C.1) to each student. The

students can work on these as the instructor takes one student at a time to evaluate their

progress.

The Lesson 16: Worksheet (59.C.1) was created for the students to practice

structuring and brailling. The Instructor will read the instructions to the class as follows:

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.

ASSESSMENT

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.

The outcome is for the students to observe their areas of weaknesses and strengths in

structuring, brailling and proofreading.


Braille Module 59-6

Braille Module 59 LOC Lesson 16, Assessment Handouts and Answer Sheets


Braille Module 59-7

Literary Braille Handout (59.A.1)

Here are some more refreshers to the BANA Update and literary rules you have studied. Remember the importance of being familiar with the rules of the EBAE book. Keep in mind that changes occur periodically and you will need to update your material when necessary. Keeping up with the changes

is a key to a successful future as a Braille transcriber.

To prevent an italic sign from being misread as a decimal point, repeat the number sign after the italic sign. Rule 15.8d

Stephanie’s hotel room is 43-47.

,/EPHANIE'S°HOTEL°ROOM°IS°#DC-.#DG4

A number sign ends the effect of the double capital sign. Rule 12.3d

Jack found the AK47's hidden in the bushes.

,JACK°F.D°!°,,AK#DG'S°HI45°9°!°BU%ES4

The com contraction cannot be used after a slash even if the c is capitalized. Rule VII.28

The dog was confused and didn’t know if he should remain/come when called.

°°,!°DOG°0°3FUS$°&°DIDN'T°"K°IF°HE°%D°°°

REMA9_/COME°:5°CALL$4°°°°°°°°°°°°°°°°°°°

Be, con, and dis cannot be used when they follow a slash. Even if they are

capitalized. Rule VII.28

She decided to observe/behold her beloved.

,%E°DECID$°6OBS]VE_/BEHOLD°H]°2LOV$4

59.A.1


Braille Module 59-8

The Agreement/Contract with the bank fell through.

°°,!°,AGREE;T_/,CONTRACT°)!°BANK°FELL°°°

"?4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

Can you tell me if the math class was in harmony/discord this afternoon?

°°,C°Y°TELL°ME°IF°!°MA?°CLASS°0°9°°°°°°°

H>MONY_/DISCORD°?°AFN8°°°°°°°°°°°°°°°°°°

Insert the letter sign when the braille equivalent for degrees immediately follows a number. The letter sign is needed before the C in Celsius. 13.2

The melting point for ice is 0°C.

,!°MELT+°PO9T°=°ICE°IS°#J;DG;,C4

Insert the letter sign when the braille equivalent for degrees immediately follows a number. The letter sign is needed before the C in Celsius and the F in Fahrenheit.

Rule 13.2

The melting point for ice is 0°C (32°F).

°°,!°MELT+°PO9T°=°ICE°IS°#J;DG;,C°°°°°°°

7#CB;DG;,F74°°°°°°°°°°°°°°°°°°°°°°°°°°°°

In general literature, substitute the word "minus" for the minus sign. Rule 14.5

It was -2°F. this morning.

,X°0°M9US°#B;dg;,F4°?°MORN+4

59.A.1


Braille Module 59-9

You will place a space before and after the ampersand, if one is shown in print. Remember to place the ampersand on the Special Symbols page. Rule VIII.31

Would you like to go to the mall & theater?

,WD°Y°L°6G°6!°MALL°@&°!AT]8

When foreign names are printed in regular typeface with accented letters, the contractions are not used. You would use the letter sign before any letter standing alone, as in the letter E. Rule 16.3b

Frédéric Chopin's first performance was Concerto No. 2 in F minor.

°°,FR@$@]IC°,*OP9'S°F/°P]=M.E°0°,3C]TO°°

,NO4°#B°9°;,F°M9OR4°°°°°°°°°°°°°°°°°°°°°

To use the braille equivalent of the number sign, at sign, and ampersand sign. List these characters on the special symbols page. Rule VIII.31

Sparky sold #500 lbs of potatoes @ the corner of Bo Jangle & 1st street.

°°,SP>KY°SOLD°_?#EJJ°LBS°(°POTATOES°@A°!

CORN]°(°,BO°,JANGLE°@&°#A/°/REET4°°°°°°°

A parenthesis ends the effect of the double capital sign.

FX(XP)

,,fX7,,xp7

59.A.1


Braille Module 59-10

A word containing a termination symbol may be divided between lines, but only following a syllable or a hyphen. Rule 15.8c

They thought Ms. Davis' case would be open-and-shut.

°°,!Y°?"\°,MS4°,DAVIS'°CASE°WD°2°.OP5,'-

&-%UT4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

The number indicator is used after the dollar sign and pound sign. Rule VIII

Teri paid $34.89 for the purple shirt.

,T]I°PD°4#CD.HI°=!°PURPLE°%IRT4

Insert a letter indicator before any letter which follows a braiile equivalent. Rule VIII

Please open your textbook and look at page 363 ¶D.

°°,PL1SE°OP5°YR°TEXTBOOK°&°LOOK°AT°PAGE°

#CFC°P>;,D4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

The appropriate word should be substituted for any special symbol for which no provision has been made in this code. Rule VIII

She answered him sweetly as she walked away.

°°,%E°ANSW]$°HM°SWEETLY°Z°%E°WALK$°AWAY4

7HAPPY°FACE7°°°°°°°°°°°°°°°°°°°°°°°°°°°°

59.A.1



Lesson 16: Worksheet (59.C.1)

School Abroad

Nicole and José decided to go to school in France and Mexico. Their parents encouraged them and even decided to pay for their expenses. They all took a trip to the Firstar Bank to withdrawal the funds to purchase the plane tickets. Their plane was leaving on Tuesday, May 23, 2013.

Nicole has always been très chic, but José was always a little shy. Nicole knew a little French and José a little Spanish. They complimented each other. Since this was a learning trip their parents knew they would be just fine. Father and mother trusted the fact that they were a good pair and would help each other.

The day came for the plane to whisk them away. The family took them to the airport. Mother cried. She knew in her heart this was the right thing, but she would miss them so much! Cousin Fernando hollered, “Adios, Nicole and José!”

The plane ride was long and there was an enfant terrible in the seat in front of them. This made the trip long and difficult and Nicole didn’t feel blessèd.

Nicole and José heard a lot of German people talking when they got off the plane. All of a sudden they heard a policeman yell, “Einbrecher! Einbrecher!” Little did they know there was a burglar loose in the airport! Thank goodness. For a minute there they thought it might be a coup d’état. Shortly afterwards the police found the man and arrested him.

They finally made it to France. It was so refreshing to see the Eiffel Tower! They got settled down in the hostel. The next morning Nicole and José registered for school.

The next twelve weeks flew by. Nicole and José almost mastered the French language. They learned to order alfresco à la carte. That means they paid for the items individually outside. They both liked the fresh air and fresh food.

José Took a tae kwon do class with a professor from Japan. He really enjoyed the class and wanted to continue when he got back to the states. As he was leaving the gym he told his professor, “Merci beaucoup!” That means “Thank you very much!” in French.

Nicole and José’s time wound down and they knew it was time to head to Mexico to further their coëducation.

They caught an early flight. On the plane they met a lady named Collette. She asked José, “¿Tengo mas de veinte pesos?” She was asking if they had enough money. Of course they did. Father had made sure of that. They thanked Collette and found their seats.

When they got off the plane this handsome young gaucho yelled to Nicole, “¡Qué bonita!” She blushed a brilliant shade of red and José laughed till his sides hurt. They went to lunch with the gaucho and learned his name was Pedro from São Paulo. He was in Mexico studying the past presidents. The one he was learning about now is

59.C.1



Benito Pablo Juárez, (1806-1872), national hero and president of Mexico (1861-1863 and 1867-1872).

The classes in Mexico were very different than in France. The Mexican professors liked to have class outdoors in the fresh air. Nicole and José both took a class on Ornithology. They learned that newly hatched birds are generally classified as altricial or precocial. Altricial young are hatched blind and naked, or nearly naked, and are wholly dependent on their parents. Precocial young have open eyes, are covered with down, and can move and find some food within a few days. This was the best class they took so far and they will never look at birds the same.

It was really, really hard to believe that their time in Mexico was ending. Seemed they had just gotten there and now they were packing to go home.

This was quite an adventure, but Nicole and José were ready to see Mother and Father. They missed them so much. They liked Europe and are thinking about studying abroad in Rome next.

59.C.1



Answers to Lesson 16: Worksheet (59.C.2)

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1.04 ,FR.E°&°,MEXICO4°,_!°P>5TS°5C\RAG$°!M°&°

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1.09 #BJAC4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

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1.11 ,JOS@E°0°ALW°A°LL°%Y4°,NICOLE°KNEW°A°LL°

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1.20 ,NICOLE°&°,JOS@E60°°°°°°°°°°°°°°°°°°°°°°

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1.25 °°,NICOLE°&°,JOS@E°HE>D°A°LOT°(°,G]MAN°P

59.C.2



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2.07 HM4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

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2.09 6SEE°!°,EI6EL°,T[]6°,!Y°GOT°SETTL$°D[N°9

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2.16 ,!Y°BO?°LIK$°!°FRE%°AIR°&°FRE%°FOOD4°°°°

2.17 °°,JOS@E°,TOOK°A°TAE°KWON°Do°CLASS°)A°°°

2.18 PROFESSOR°F°,JAPAN4°,HE°RE,Y°5JOY$°!°°°°

2.19 CLASS°&°WANT$°63T9UE°:5°HE°GOT°BACK°6!°°

2.20 /ATES4°,Z°HE°0°L1V+°!°GYM°HE°TOLD°8°°°°°

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2.22 8,?ANK°Y°V°M*60°9°,FR5*4°°°°°°°°°°°°°°°°

2.22 °°,NICOLE°&°,JOS@E'S°"T°W.D°D[N°&°!Y°°°°

2.24 KNEW°X°0°"T°6H1D°6,MEXICO°6FUR!R°_!°°°°°

2.25 coa$UC,N4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

59.C.2



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3.02 !Y°MET°A°LADY°"ND°,COLLETTE4°,%E°ASK$°°°

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3.05 ,"F°_H°MADE°SURE°(°T4°,!Y°?ANK$°°°°°°°°°

3.06 ,COLLETTE°&°F.D°_!°S1TS4°°°°°°°°°°°°°°°°

3.07 °°,:5°!Y°GOT°(F°!°PLANE°?°H&"S°"Y°GAU*O°

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3.16 7#AHFA-AHFC°&°#AHFG-AHGB74°°°°°°°°°°°°°

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3.18 ,FR.E4°,!°,MEXICAN°PROFESSORS°LIK$°6H°°

3.19 CLASS°\TDOORS°9°!°FRE%°AIR4°,NICOLE°&°°

3.20 ,JOS@E°BO?°TOOK°A°CLASS°ON°,ORNI?OLOGY4

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59.C.2



4.01 COV]$°)°D[N1°&°C°MOVE°&°F9D°"S°FOOD°)9°A

4.02 FEW°"DS4°,?°0°!°BE/°CLASS°!Y°TOOK°S°F>°&

4.03 !Y°W°N"E°LOOK°AT°BIRDS°!°SAME4°°°°°°°°°°

4.04 °°,X°0°RE,Y1°RE,Y°H>D°62LIEVE°T°_!°"T°9°

4.05 ,MEXICO°0°5D+4°,SEEM$°!Y°_H°J°GOTT5°"!°&

4.06 N[°!Y°7°PACK+°6G°HOME4°°°°°°°°°°°°°°°°°°

4.07 °°,?°0°Q°AN°ADV5TURE1°B°,NICOLE°&°,JOS@E

4.08 7°R1DY°6SEE°,"M°&°,"F4°,!Y°MISS$°!M°S°°°

4.09 M*4°,!Y°LIK$°,EUROPE°&°>E°?9K+°AB°/UDY+°

4.10 ABROAD°9°,ROME°NEXT4°°°°°°°°°°°°°°°°°°°°

4.11 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

4.12 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

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59.C.2

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Braille Module 59 LOC Lesson 16, Assessmentprofitt.gatech.edu/drupal/sites/default/files/curriculum... · 2012-09-24 · PROFITT Curriculum Module # 59 ² LOC Lesson 16 Assessment