The Signing Naturally Unit 6.15 review focuses on narrative structure through the childhood story "I Wanna Be Different." Key Vocabulary & Signs
This unit introduces specific signs used to denote narrative flow and common household or childhood terms:
Narrative Transitions: "Now," "Going to tell you a story," "One day," and "Used to".
Household/Family Signs: Kitchen, Bedroom, Sister, Similar/Look Alike, Different.
Specific Story Signs: Rooster, Chicken Pox (signed as CHICKEN then fingerspelled P-O-X). Childhood Story: "I Wanna Be Different" Analysis
The primary focus of this unit is analyzing Melinda’s story about growing up with her sister. Narrative Element Story Details Opening Phrase: "Now, going to tell you a story"
After introducing the sign for "rooster," she uses this phrase to signal the start of her narrative. Background Focus: Family dynamics
Melinda and her sister looked very similar; their mother dressed them exactly alike. Her sister hated this and wanted to be different. The Body Transition: "One day"
Melinda came home from school with a rash—it was chicken pox. The Twist Focus: Being different
Her sister eventually got chicken pox too, making them "the same" again. To make the sister feel unique, her father told her she actually had "rooster pox". Conclusion Transition: "Now" or "Still"
Melinda reflects that while she wanted to be different at the time, once it actually happened (being sick), it didn't seem worth it anymore. Narrative Structure Checklist
When reviewing this unit, ensure you can identify these technical ASL storytelling elements:
Transitions: Use raised eyebrows to signal the beginning of a new scene or segment. signing naturally unit 6.15 answers
Pauses: Used to clearly end a scene before moving to the next part of the story.
Modified Verbs: Used to show the passage of time or the intensity of an action.
Role Shift: Establishing locations for characters (dominant vs. non-dominant side) to show interaction. [Solved] Signing naturally 6.15 - Course Hero
The primary focus of Signing Naturally Unit 6.15 The Story of the Gum The Gumball Story
"), 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 man’s legs. The Signing Naturally Unit 6
: 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?
Before you submit your video or written gloss, run your work through this checklist. If you can say "yes" to all five, you have the correct answers.
While every edition varies slightly, the classic 6.15 assignment involves a story about "The Lost Keys" or "The Broken Vase." The narrative usually follows this arc:
Instead of giving you verbatim answers that your instructor will recognize as copied, here is the answer key for how to solve any 6.15 prompt.
Disclaimer: This article is designed as a study aid to help students understand the underlying concepts of Unit 6.15, not to provide verbatim answers for grading. The goal is to explain the linguistic principles so you can complete your assignment accurately and internalize the skills for real-world ASL use. How to Check Your Own 6
If you are currently enrolled in an ASL course using the Signing Naturally curriculum (Level 2, often units 6-10), you have likely encountered a significant hurdle: Unit 6.15.
For many students, a quick search for "Signing Naturally unit 6.15 answers" is a desperate cry for help. The page is dense. The video prompts move fast. And suddenly, your quiet classroom or living room feels like a high-pressure storytelling festival.
But here is the truth: Unit 6.15 is not about "answers" in the traditional sense (A, B, C, D). It is about mastering narrative structure in American Sign Language. You cannot "fill in the blank" on this one—you have to think in ASL.
Let’s break down exactly what 6.15 demands, the common pitfalls, and how to construct the correct responses.
When the woman turns around (Event 5), you must become the woman. Look where she looks. If you look at the camera (your teacher) during the reaction, you fail the role-shift requirement.
The search for "Signing Naturally unit 6.15 answers" is understandable—ASL homework can be intimidating. But the true answer to passing this unit is not a list of stolen glosses; it is spatial awareness and narrative timing.
Go back to the video prompt. Watch it without sound (as intended). Draw the floor plan on a piece of paper. Practice the story to a mirror. Record yourself on your phone. Compare your video to the prompt.
When you can watch the silent prompt and your body instinctively shifts weight, changes handshape, and adjusts eye gaze to tell the story without translating into English first—that is the correct answer. And it is far more valuable than any PDF you can download.
Need further help? Review Unit 6.6 (Classifiers) and Unit 6.10 (Transition markers). Master those two sections, and 6.15 becomes a simple application of rules you already know.
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.
In English, we say "then... then... then." In ASL (specifically Unit 6.15), you must use:
THEN (a quick nod)NEXT (a short double tap)LATER (a larger head tilt)SUDDENLY (eyebrows up, quick breath)The answer to "What happens between the bag drop and the child running?" is a transitional facial expression and a shoulder shift.
