braille module 12 double (omission) dash and...

Braille Module 12

Double (Omission) Dash and Slash Literary Lesson 3 Sections 3.5-3.6

PROFITT Curriculum Module # 12—Double (Omission) Dash and Slash

Braille Module 12-1

Braille Module 12 Double (Omission) Dash and Slash

Literary Lesson 3.5-3.6

Summary

Goal: The goal is for the students to gain an understanding of the process in learning the double (omission) dash, the slash, and the rules concerning the usage

of these symbols.

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

By the end of this module, students should

be able to:

BS12.1: Know the symbols and rules for

transcribing the double (omission) dash.

BS12.2: Know the symbols and rules for transcribing the composition signs with the slash, numbers with the slash, and dividing

between lines.

BS12.3: Review and test on the double

(omission) dash and the slash.

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 3.5 with EBAE 1.6a Lesson3.6 with EBAE VII.28.e

Take Away Messages: Braille has been a good building project for you. You have been doing well in your classes. The double (omission) dash and slash are two more important bricks in your project. Keep focused on when you are typing braille. It may feel uncomfortable at the beginning, but hang in there. Keep building your braille career.


Braille Module 12-2

Instructor Preparation

Title of Module: Double (Omission) Dash and Slash

The purpose of this module is for the students to continue building upon the foundation of braille through learning the dot formations for the double (omission) dash, the slash and how to apply the rules concerning them. They will also continue the process of

structuring. This module will allow the students to continue the practice proofreading.

Agenda –topics to be covered in the module and length of each item Topic: Literary Lesson 3.5-3.6 Time Allotted: 5 hours A. The Double Dash

(30 minutes)

B. The Slash

(3 hours)

C. Review and Test

(1.5 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 3.5-3.6: Worksheet 1 (12.B.1), Answers to Lesson 3.5-3.6: Worksheet 1 (12.B.2), Lesson 3.5-3.6: Worksheet 2 (12.B.3), Answers to Lesson 3.5-3.6: Worksheet 2 (12.B.4), Lesson 3.5-3.6: Test (12.C.1), and Answers to Lesson 3.5-3.6: Test (12.C.2)

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 2 and materials for the students to make their own.

3. Have chalk and erasure board ready for use.


Braille Module 12-3

Curriculum Content

A. The Double (Omission) Dash (30 minutes)

Objective BS12.1: Know the symbols and rules for transcribing the double (omission) dash.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with LOC Manual: Lesson 3.5and EBAE 1.6a about the

double (omission) dash.

You may have available different print examples of text using the double (omission)

dash. This will help the students get a visual of the different ways this sign is used.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class, read and discuss LOC Manual: Lesson 3.5 about the double (omission) dash.

Some reminders to the students:

“The double (omission) dash is represented by dots 36, 36, 36, 36. This symbol is used when something has been omitted. This could be a word, part of a word, a name, number, or a blank to be filled in.”

The outcome of this activity is for the students to understand how to use the symbols and rules for transcribing the double (omission) dash.

B. The Slash (3 hours)

Objective BS12.2: Know the symbols and rules for transcribing the composition signs

with the slash, numbers with the slash, and dividing between lines.


The instructor will be familiar with the LOC Manual: Lesson 3.6, 3.6a, 3.6b, 3.6c, and EBAE VII.28.e.This section covers the following: the symbols and rules for transcribing the slash, composition signs with the slash, numbers with the slash, and dividing between lines. They will also be familiar with Drill 11.

You will need copies of: Lesson 3.5-3.6: Worksheet 1 (12.B.1) and Answers to Lesson 3.5-3.6: Worksheet 1 (12.B.2), Lesson 3.5-3.6: Worksheet 2 (12.B.3)

and Answers to Lesson 3.5-3.6: Worksheet 2 (12.B.4).


As a class read and discuss LOC Manual: Lesson 3.6 and EBAE VII.28.e about the slash.

Some reminders to the students:


Braille Module 12-4

“The slash is a two-cell symbol and is represented by dots 456, 34. The slash will be shown on the special symbols page in every volume it will be used in. You will learn about the special symbols page in Lesson 19, but keep in mind that this

is one of the symbols that will always be listed.”

Take turns as a class to read the braille (embossed) answers to Drill 11 from the Drill book. This will help the students to get a visual idea of reading the embossed copy.

Next students will complete Drill 11 on Page 3-4 using Perky Duck.

Some reminders to the students before they transcribe Drill 11:

“Remember to structure the print copy prior to transcription. Look up the rules if

you have any questions, before attempting to go to another student.”

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.

The instructor will hand out the Lesson 3.5-3.6: Worksheet 1 (12.B.3). This worksheet was created for the students to practice their knowledge of reading 8 complete sentences in simulated braille. The students can take turns reading this exercise with another student then write the words out in longhand over the simulated braille. Or you may have the student come to the board and write the sentences on the board, including the punctuation and composition signs, reciting them as they are written on the board. This practice helps the students to realize the importance of sight to speech aids which are very significant in the braille learning process. This activity also helps the students to learn some valuable proofreading and teamwork skills. An

answer key is included.

The Lesson 3.6-3.6: Worksheet 2(12.B.3) was created as a help tool with 10 complete sentences for the students to proofread and find the mistakes in the simulated braille on the following page. The students are to proofread each braille sentence on the second page and circle or highlight each braille cell that is incorrect. The students are to use the Structuring handout to structure the print copy prior to proofreading. This will help them to visualize the mistakes. The better the students structure a lesson the easier it will be to do the actual transcription. Remind the students to look in the rule book. The instructor may want to have them state the rule

to support their answer. An answer key is included.

C. Review and Test (1.5 Hours)

Objective BS12.3: Review and test on the double (omission) dash and the slash.


Braille Module 12-5


The instructor will be familiar with sections 3.5-3.6 of the LOC Manual and the test

created for students.

The handout needed for this section is: Lesson 3.5-3.6: Test (12.C.1) and one copy

of Answers to Lesson 3.5-3.6: Test (6.C.2).


The review includes sections 3.5-3.6 of the LOC Manual. The review is designed to

prepare the students for the following test. The instructor is to go over each section

with emphases on areas that will be on the test. Allow the students to ask any

questions pertaining to the context of Lesson 3.5-3.6. Answer any questions.

The instructor will pass out Lesson 3.5-3.6: Test (12.C.1) and explain that this test consists of 10True or False questions. An answer key is included. This test may be

used as an open book test.

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge

acquired over Lesson: 3.5-3.6 of the Instruction Manual for Braille Transcribing Fifth

Edition, 2009. It is expected that the students will fully grasp the braille rules for the

double (omission) dash and the slash so as to continue with the lessons. This test will

help both the teacher and the students to understand the students’ strengths and

weaknesses. The outcome will allow the instructor and the student to work together to

strengthen the students weaknesses in any area.


Braille Module 12-6

Braille Module 12 Double (Omission) Dash and Slash Literary Lesson 3, Sections 3.5-3.6 Handouts and Answer Sheets


Braille Module 12-7

Lesson 3.5-3.6: Worksheet 1 (12.B.1)

First take turns reading this exercise with another student. Then write the

words out in longhand over the simulated braille.

1.01 °°#A4°,THREE°TIMES°SIX°EQUALS°----4°°°°°

1.02 °°#B4°,MRS4°----°IS°MY°NEXT-DOOR°NEIGH-°

1.03 BOR4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.04 °°#C4°,DID°YOU°KNOW°,MR4°,D---S°FAVORITE

1.05 DRINK°IS°A°TALL°GLASS°OF°TEA8°°°°°°°°°°°

1.06 °°#D4°,WHEN°DID°,MRS4°,K------G°MOVE°TO°

1.07 ,ALBUQUERQUE8°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 °°#E4°,8,HAPPINESS°IS°A°CHOICE40'°°°°°°°

1.09 °°#F4°,WILL°S_/HE°CHOOSE°TO°BE°HAPPY8°°°

1.10 °°#G4°,LET'S°PURCHASE°,MODEL°NUMBER°°°°°

1.11 #JJA_/ABDH4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.12 °°#H4°,DO°YOU°GO°BY°,,CFO_/,,CEO8°°°°°°°

1.13 °°#i4°,SIGN°YOUR°INITIALS°,,XYZ_/XZ4°°°°

1.14 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.17 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.18 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.19 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.20 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

12.B.1


Braille Module 12-8

Answers to Lesson 3.5-3.6: Worksheet 1 (12.B.2)

First take turns reading this exercise with another student. Then write the

words out in longhand over the simulated braille.

1. Three times six equals _____.

2. Mrs. ____ is my next-door neighbor.

3. Did you know Mr. D---s favorite drink is a tall glass of tea?

4. When did Mrs. K------g move to Albuquerque?

5. 'Happiness is a choice.'

6. Will s/he choose to be happy?

7. Let's purchase Model number 001/1248.

8. Do you go by CFO/CEO?

9. Sign your initials XYZ/xz.

12.B.2


Braille Module 12-9

Lesson 3.5-3.6: Worksheet 2 (12.B.3)

Proofread each sentence in simulated braille on the following page and highlight each braille cell that is incorrect. Remember to look in the rule book. 1. Time will tell if s/he will go to the dance.

2. Three-hundred plus fifty-two equals _____.

3. I will fill in the blank YES/NO.

4. ZOOPHOBIA: An abnormal fear of _____.

5. The '56 Chevy is not working right.

6. I think he works for the CIA/FBI or something like that.

7. Is Mrs. _____ a certified braillist?

8. Mr. H----s is a good man.

9. Will s/he go to the library today?

10. Purchase model 12/1212

11. I think Merry is CEO/CFO of the company.

12.B.3


Braille Module 12-10

1.01 °°#A4°,TIME°WILL°TELL°IF°S/HE°WILL°GO°TO

1.02 THE°DANCE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°#B4°,THREE-HUNDRED°PLUS°FIFTY-TWO°°°°°

1.04 EQUALS°--4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,I°WILL°FILL°IN°THE°BLANK°,,YES_/°

1.06 -,,NO4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°#D4°,,ZOOPHOBIA3°,AN°ABNORMAL°FEAR°°°°

1.08 OF----4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°#E4°,THE°'#EF°,CHEVY°IS°NOT°WORKING°°°

1.10 RIGHT4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°#F4°,I°THINK°HE°WORKS°FOR°THE°,,CIA_/-

1.12 FBI°OR°SOMETHING°LIKE°THAT4°°°°°°°°°°°°°

1.13 °°#G4°,IS°,MRS4°--°A°CERTIFIED°BRAILL-°°

1.14 IST8°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°#H4°,MR4°,H°----S°IS°A°GOOD°MAN4°°°°°°

1.16 °°#I4°,WILL°S°_/°HE°GO°TO°THE°LIBRARY°°°

1.17 TODAY8°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.18 °°#AJ4°,PURCHASE°MODEL°#AB_/#ABAB4°°°°°°

1.19 °°#AA4°,I°THINK°,MERRY°IS°,,CEO_,,CFO°of

1.20 THE°COMPANY4°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

12.B.3



Answers to Lesson 3.5-3.6: Worksheet 2 (12.B.4)

Proofread each sentence in simulated braille on the following page and highlight each braille cell that is incorrect. Remember to look in the rule book. 1. Time will tell if s/he will go to the dance.

2. Three-hundred plus fifty-two equals _____.

3. I will fill in the blank YES/NO.

4. ZOOPHOBIA: An abnormal fear of _____.

5. The '56 Chevy is not working right.

6. I think he works for the CIA/FBI or something like that.

7. Is Mrs. _____ a certified braillist?

8. Mr. H----s is a good man.

9. Will s/he go to the library today?

10. Purchase model 12/1212.

11. I think Merry is CEO/CFO of the company.

1. Slash is missing 456 in front of the 34.

2. Omission sign 36, 36, 36, 36.

3. Hyphen stays with slash on line above.

4. Need a space between of and omission sign.

5. Number indicator then apostrophe.

6. Repeat double cap indicator on the second line for FIB.

7. Omission sign is dots 36, 36, 36, 36.

8. No space before the dash.

9. No space before or after slash.

10. Do not repeat NI after the slash.

11. Missing 34 in slash after 456.

12.B.4



1.01 °°#A4°,TIME°WILL°TELL°IF°S/HE°WILL°GO°TO

1.02 THE°DANCE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.03 °°#B4°,THREE-HUNDRED°PLUS°FIFTY-TWO°°°°°

1.04 EQUALS°--4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.05 °°#C4°,I°WILL°FILL°IN°THE°BLANK°,,YES_/°

1.06 -,,NO4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.07 °°#D4°,,ZOOPHOBIA3°,AN°ABNORMAL°FEAR°°°°

1.08 OF----4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.09 °°#E4°,THE°'#EF°,CHEVY°IS°NOT°WORKING°°°

1.10 RIGHT4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.11 °°#F4°,I°THINK°HE°WORKS°FOR°THE°,,CIA_/-

1.12 FBI°OR°SOMETHING°LIKE°THAT4°°°°°°°°°°°°°

1.13 °°#G4°,IS°,MRS4°--°A°CERTIFIED°BRAILL-°°

1.14 IST8°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.15 °°#H4°,MR4°,H°----S°IS°A°GOOD°MAN4°°°°°°

1.16 °°#I4°,WILL°S°_/°HE°GO°TO°THE°LIBRARY°°°

1.17 TODAY8°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.18 °°#AJ4°,PURCHASE°MODEL°#AB_/#ABAB4°°°°°°

1.19 °°#AA4°,I°THINK°,MERRY°IS°,,CEO_,,CFO°OF

1.20 THE°COMPANY4°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.21 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.22 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.23 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

12.B.4



Lesson 3.5-3.6: Test (12.C.1)

Circle or highlight True or False. 1. When in print an extended line is used to indicate that something has been omitted,

such as a word, partial word, name, number, or a blank to be filled in, dots 25, 25,

25, 25 are used. True False

2. ____ is referred to as a braille double dash or the "omission" dash for it is used only when something is omitted. When the braille omission dash represents a part of a

word it is spaced and punctuated as a word. True False

3. The diagonal slash is also known as a virgule or solidus. When such a mark is used between print abbreviations, words, or numbers, this sign (/) is represented in

braille by dots 456, 34. True False

4. When the omission dash represents missing letters within a word, no space is left before or after it and the other letters of the word. True False

5. This symbol (/) must be listed on the transcriber's notes page. True False

6. When a slash occurs between words or letter groupings and there is not room on the braille line for both, the expression may be divided only if there is room on the

first line for the first word or letter grouping, the slash, and a hyphen. True False

7. When in print hyphens rather than an extended line are used to represent missing

letters, an equal number of un-spaced hyphens are used in braille. True False

8. The slash does not terminate the effect of a number indicator. When a slash occurs between numbers, the number indicator is not repeated. True False

9. A slash terminates the effect of a composition sign, therefore, when a slash occurs between two capitalized or italicized words or abbreviations, the appropriate capital

or italic indicator is repeated before the second word or abbreviation. True False

10. The diagonal slash is also known as a versicle or solidus. True False

12.C.1



Answers to Lesson 3.5-3.6: Test (12.C.2)

Circle or highlight True or False. 1. When in print an extended line is used to indicate that something has been omitted,

such as a word, partial word, name, number, or a blank to be filled in, dots 25, 25,

25, 25 are used. True False, 36, 36, 36, 36 Rule 3.5

2. ____ is referred to as a braille double dash or the "omission" dash for it is used only when something is omitted. When the braille omission dash represents a part of a word it is spaced and punctuated as a word. True False, a whole word. Rule 3.5

3. The diagonal slash is also known as a virgule or solidus. When such a mark is used between print abbreviations, words, or numbers, this sign (/)is represented in braille

by dots 456, 34. True False Rule 3.6

4. When the omission dash represents missing letters within a word, no space is left

before or after it and the other letters of the word. True False Rule 3.5

5. This symbol (/) must be listed on the transcriber's notes page. True False, Special Symbol’s page. Rule 3.6

6. When a slash occurs between words or letter groupings and there is not room on the braille line for both, the expression may be divided only if there is room on the first line for the first word or letter grouping, the slash, and a hyphen. True False Rule 3.6c

7. When in print hyphens rather than an extended line are used to represent missing letters, an equal number of un-spaced hyphens are used in braille. True False Rule

3.5

8. The slash does not terminate the effect of a number indicator. When a slash occurs

between numbers, the number indicator is not repeated. True False Rule 3.6b

9. A slash terminates the effect of a composition sign, therefore, when a slash occurs between two capitalized or italicized words or abbreviations, the appropriate capital or italic indicator is repeated before the second word or abbreviation. True False

Rule 3.6a

10. The diagonal slash is also known as a versicle or solidus. True False, virgule Rule 3.6

12.C.2

braille module 12 double (omission) dash and...

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