Braille Module 57 Accent Symbol, Foreign And Anglicized .
Braille Module 57Accent Symbol, Foreign andAnglicized Words Defined,Foreign Words in English Text,Foreign Punctuation Marks,and Anglicized WordsLOC Literary Lesson 16,Sections 16.1-16.5
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsBraille Module 57Accent Symbol, Foreign and Anglicized Words Defined,Foreign Words in English Text, Foreign PunctuationMarks, and Anglicized WordsLOC Literary Lesson 16.1-16.5SummaryGoal(s): The goal is for the students togain an understanding of the accentsymbol, foreign and anglicized wordsdefined, foreign words in English text,foreign punctuation marks, and Anglicizedwords.SMART Objectives: Specific, Measurable,Achievable, Realistic, and Time-sensitiveBy the end of this module, students shouldbe able to:BS57.1: Know the rules concerning theaccent symbol.BS57.2: Demonstrate a growingproficiency and understanding the rules forforeign and anglicized words that aredefined, foreign words in English text,foreign punctuation marks and anglicizedwords.BS57.3: Review and test over the accentsymbol, foreign and anglicized wordsdefined, foreign words in English text,foreign punctuation marks, and Anglicizedwords.Instructor: Braille instructorDelivery Method(s): LectureClassroom readingDiscussionOne-on-one readingHands onLength: 5 hoursThree topicsAny Applicable Business and/or Soft Skills:Corresponding LOC Manual:Lesson 16.1 with EBEA V.24.cLesson 16.2Lesson 16.3 with EBEA V.24Lesson 16.4 with EBEA V.24.dLesson 16.5Take Away Message(s): You may feel coming across an accent symbol on a commonday would be rare, but you will be surprised. Knowing how to apply the rules whenusing the accent symbol will allow the blind reader the ability to distinguish what it isquickly for easy reading. Learning the difference between foreign and anglicized wordswill save you a lot of confusion down the road. Foreign language may seem a littleoverwhelming, but you can grasp the concept as you apply yourself. Remember to usethe dictionary when you do not know whether a word has been anglicized or not.Braille Module 57-1
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsInstructor PreparationTitle of Module: Accent Symbol, Foreign and Anglicized Words Defined,Foreign Words in English Text, Foreign Punctuation Marks, and AnglicizedWordsThe purpose of this module is for the students to demonstrate their knowledge of theaccent symbol, foreign and anglicized words defined, foreign words in English text, foreignpunctuation marks, anglicized words and the code rules pertaining to these items. Thestudents will test on the information learned in this module.Agenda – topics to be covered in the module and length of each itemTopicTime Allotted: 5 hoursA. Accent Symbol(30 minutes)B. Foreign Words, Punctuation Marks, and Anglicized Words(3 hours)C. Review and Test(1.5 hours)Materials and Supplies – items needed in order to carry out the agenda and classroom activities1. LOC Manual2. EBAE3. BANA Braille Codes Update, 20074. Handouts and Answer Sheets: Lesson 16.1-16.5: Worksheet (57.B.1), Answers toLesson 16.1-16.5: Worksheet (57.B.2), Lesson 16.1-16.5: Test (57.C.1), and Answersto Lesson 16.1-16.5: Test (57.C.2).5. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).Classroom Preparation1. Each workstation should have a computer, a braille writer, a slate and stylus, an LOCManual, EBAE, a means of communicating with the embosser (network or thumbdrive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, andhighlighter.2. Have chalk and erasure board ready for use.Braille Module 57-2
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsCurriculum ContentA. Accent symbol(30 minutes)Objective BS57.1: Know the rules concerning the accent symbol. PREINSTRUCTIONAL ACTIVITIESThe instructor will be familiar with section 16.1 and EBAE V.24.c which covers the accentsymbol. CONTENT PRESENTATION AND LEARNER PARTICIPATIONAs a class the students will read and discuss LOC Manual: Lesson 16.1 and EBAE V.24.cabout accent symbol.Some reminders to the students:“An accent mark in print is a mark or symbol used to indicate the stressed syllable,vocal quality, a characteristic pronunciation, or a pitch or tone of a word.In literary braille an (dot 4) is used. Answer: accent symbol. The accentsymbol is a . Answer: composition sign. In braille, this symbol is placedimmediately a letter that, in general literature, is printed with an accent ordiacritical mark. Answer: before. In literary braille, where only a few words orsentences are in a foreign language, is a distinction made between different kindsof accent marks? Answer: no distinction is madeWhen brailling foreign words printed in regular typeface in English text, canaccented letters form part of a contraction? Answer: no, accented letters must notform part of a contraction.An accent mark in an English word indicates an entire —not just aletter—and contractions are used. Answer: stressed syllableWhen an accent mark is used, it must be listed on a page. specialsymbolsRemember: The distinction between the various accent marks is made whenbrailling textbooks in which diacritic markings are used to study pronunciation, orwhen brailling whole foreign language texts, such as those used in foreignlanguage instruction. Braille configurations for special characters found in French,Italian, Spanish, German, and Greek are listed in Appendix B of English BrailleAmerican Edition. Braille codes for other languages can be found in World BrailleUsage.”Braille Module 57-3
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsB. Foreign and Anglicized Words Defined(3 hours)Objective BS57.2: Demonstrate a growing proficiency and understanding the rules howforeign and Anglicized words are defined, foreign words in English text, foreignpunctuation marks and anglicized words. PREINSTRUCTIONAL ACTIVITIESThe instructor will be familiar with section 16.2 which covers foreign and anglicized wordsdefined. They will also be familiar with section 16.3 which covers foreign words in Englishtext and sections 16.4 which covers foreign punctuation marks. Another section thestudents will study is 16.5 which cover anglicized words. The instructor will also be familiarwith Drill 39.Each student will need a collegiate edition of a reputable dictionary, less than ten yearsold to look up words.You will need copies of the Proofreading Error sheet (6.A.1) from Module 6.You will need copies of the following: Lesson 16.1-16.5: Worksheet (57.B.1) andAnswers to Lesson 16.1-16.5: Worksheet (57.B.2). CONTENT PRESENTATION AND LEARNER PARTICIPATIONAs a class the students will read and discuss LOC Manual: Lesson 16.2 about foreign andanglicized words defined.Some reminders to the students:“Once again, the importance of a dictionary is stressed. When dealing with foreignand anglicized words it is important that you know the difference.Remember: All dictionaries of the English language contain both words of Englishorigin and words that have a foreign origin but have been so incorporated intoEnglish that they are considered "anglicized," i.e., part of the language.Knowing the difference between the various accent marks will help you gainknowledge for later in life when you start to learn textbook formatting. Therefore,memorize the names of the different accents as you see them. In literary brailleyou will use the accent sign (dot 4) for all accent signs, but once you graduate totextbook formats you will have different symbols for each accent.Here are some definitions for you:Anglicized word: to become English or similar to English in form, pronunciation,idiom, or character.Foreign word: of, from, or typical of a country other than one’s own.”Braille Module 57-4
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsThe instructor will lead the class as they use a dictionary to look up the following words(write the following words on the board):très chicjuzgarcarte blancheescapersans serifcoup d’etétWrite whether the word is foreign or anglicized. This will give the studentsexperimentation to use the dictionary to see if a word is anglicized.très chicforeign wordjuzgarforeign wordcarte blanche anglicized wordescaperforeign wordsans serifanglicized wordcoup d’etétanglicized wordAs a class the students will read and discuss LOC Manual: Lesson 16.3 about foreignwords in English text.Some reminders to the students:“How are foreign words distinguished in English text? Answer: Some words are notdistinguished by any means and others by a different typeface, such as italics. Therules for transcribing words set off in print are different than those that are not setoff. Pay attention to the braille techniques for the benefit of the braille reader.When foreign words, phrases, or names within English text are printed in atypeface different from the surrounding text, and/or enclosed in quotation marks,follow . Answer: print. Can you use contractions or the letter indicator withthese words? Answer: Do not use contractions or letter indicators in such words.Braille Module 57-5
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsCan you use the contractions for to, into, or by? Answer: Do not use thecontractions for to, into, or by before them.When, in English text, a foreign name is printed in a distinctive typeface such asitalics, the italics have been used to distinguish it both as foreign and as a propernoun. Can you use contractions with these names? Contractions are not used inthese names.When English names appear within foreign phrases that are set off in a distinctivetypeface can you use contractions? No, contractions are not used in English nameswhen they appear within foreign phrases that are set off in a distinctive typeface.When foreign words and names are printed in regular typeface can you usecontractions and the letter indicators? Yes.Sometimes a foreign word has the same spelling as an English word, or a braillecontraction for an English word, but the meaning, pronunciation, and/or syllabledivision is different. Would you contract these words? Answer: Where the use of acontraction could cause difficulty in the recognition of such a word, the contractionis not used.Use a letter indicator before any free-standing, accented or unaccented, singleforeign letter in regular typeface. How do you set off a letter combination thatcould be mistaken for a short-form word? Answer: A letter indicator should beplaced before any letter combination that could be mistaken for a short-form word.Remember the rules about prefixes and suffixes. Keep in mind the good rule ofthumb that tells you to keep prefixes and suffixes intact and divide compoundwords into their component parts when dividing foreign words. This practice,however, can be troublesome for a transcriber who is not familiar with thelanguage. So, where would you go for help? Answer: You can go to the internet, aforeign dictionary, or someone who is familiar with the language.”As a class the students will read and discuss LOC Manual: Lesson16.4 about foreignpunctuation marks.Some reminders to the students:“Remember that punctuation used in foreign languages generally follows that usedin English, but there may be some differences.Can you name two different punctuation marks that you learned in today’s lesson?French guillemets (« ») and German quotation marks („ “) enclose conversation.Braille Module 57-6
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsHow would you braille these? Answer: These are represented in braille by theappropriate English inner or outer quotation mark symbols. Where would youexplain this usage? Answer: This usage should be explained on a transcriber's notespage.What page would you use to explain a situation like using a dash to introduceforeign conversation? Answer: This usage must be explained on a special symbolspage.Remember that in Spanish when a question is enclosed in question marks, the firstone inverted and placed at the beginning of the question. Do you remember how tobraille this? In braille, both the opening and closing question marks are representedby dots 26, different from the English question mark. What would you use for theSpanish exclamations marks? Answer: The Spanish exclamations begin with aninverted exclamation mark. The exclamation marks are represented by dots 235—just as in English braille. This too must be explained on the special symbols page.When transcribing braille always keep in mind the order: opening dash, emphasisindicator, and then the punctuation.As a class the students will read and discuss LOC Manual: Lesson 16.5 about anglicizedwords.Some reminders to the students:“Where do you go to find out if a word has been anglicized or not? Answer: Whenin doubt, consult a reputable dictionary less than ten years old.”Next the students will complete Drill 39 on Page 16-5 using Perky Duck.Some reminders to the students before they transcribe Drill 39:“Structure the sentences for Drill 39 carefully paying attention to the rules fortranscribing the accent symbol and foreign words. Mark your paper well, especiallywhen to use the letter indicator and contractions. You may want to continue thepractice of writing the rule next to the applicable word or letter as a reminder onwhere to find it. This saves you valuable time if you start to question yourself. Therule will be at your fingertips.Proofread your own work before handing it to someone else to proofread.”When the students have completed this activity, which includes proofreading their ownwork, they can exchange drills and proofread each other’s work using the “How toSuccessfully Proofread” steps.Braille Module 57-7
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsC. Review and Test1.5 hoursObjective BS57.3: Review and test over the accent symbol, foreign and anglicized wordsdefined, foreign words in English, foreign punctuation marks, and anglicized words. PREINSTRUCTIONAL ACTIVITIESThe instructor will be familiar with Lesson 16.1-16.5.You will need the following handouts: Lesson 16.1-16.5: Test (57.C.1) and Answer toLesson 16.1-16.5: Test (57.C.2). CONTENT PRESENTATION AND LEARNER PARTICIPATIONReview Lesson 16 of the LOC Manual. The review is designed to prepare the students forthe test. The instructor is to go over each section with emphasis on areas that will be onthe test. Allow the students to ask any questions pertaining to the contents of LOCManual: Lesson 16.1-16.5.Then will pass out the Lesson 16.1-16.5: Test (57.C.1) to each student. This testconsists of filling in the blanks, true/false and searching for words in the dictionary andstating if they are foreign or anglicized words. The students are also required to statewhich contractions you would use in these words. An answer key is included.The expected outcome of the test will help both the instructor and the students tounderstand the students’ strengths and weaknesses. This will allow them to work togetherto strengthen the students weaknesses in any area. ASSESSMENTThis test is necessary for the students and the instructor to determine the knowledgeacquired over Lesson: 16.1-16.5 of the Instruction Manual for Braille Transcribing FifthEdition, 2009. It is expected that the students will fully grasp the rules for the accentsymbol, foreign and anglicized words defined, foreign words in English text, foreignpunctuation marks, and anglicized words.Braille Module 57-8
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsBraille Module 57Accent Symbol, Foreign andAnglicized Words Defined,Foreign Words in English Text,Foreign Punctuation Marks,and Anglicized WordsLOC Literary Lesson 16,Sections 16.1-16.5 Handoutsand Answer SheetsBraille Module 57-9
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsLesson 16.1-16.5: Worksheet (57.B.1)Proofread each sentence and highlight each braille cell that is incorrect.1.2.3.4.Mimi called, “Garçon, garçon!”Shelley’s fiancé is from France.São Paulo is a city of southeast Brazil west-southwest of Rio de Janeiro.Monica jumped up and replied, “Blessèd are those that have a job in this difficulteconomy.”5. The news reënforced her hopes.6. Andy was an “oráculo,” which means he was a “fount of wisdom”.7. “Empuñar” is the word for “to grasp” in Spanish.8. “Masz rozlegia rodzinę” is translated “you have an extended/extensive family” inPolish.9. “La maestro sólo habla español en la clase.” is translated “The teacher only speaksSpanish in the class.”10. Max told Henry, “Geld abgezählt bereithalten.”11. “¿Qué haces?” is translated “What are you doing?” in Spanish.12. The Ban Dainagon Ekotoba (late 12th century) emphasizes active figures depictedwith rapidly executed brush strokes and thin but vibrant colors.57.B.1Braille Module 57-10
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized Words1.01 #A4 ,MIMI CALL 1 8,GAR@CON1 GAR@CON60 1.02 #B4 ,%ELLEY'S FIANCAE IS F ,FR.E4 #C4 ,SA@O ,PAULO IS A C;Y ( S\?EA/ 1.031.041.05,BRAZIL WE/-S\?WE/ ( ,RIO DE ,JANEIRO4 #D4 ,MONICA JUMP UP & REPLI 1 1.078,B.S@ED E ? T H A JOB 9 ? DI6ICULT ECONOMY40 1.08 #E4 ,! NEWS RE@5 CED H] HOPES4 1.09 #F4 ,&Y 0 AN 8.ORAACULO01 : M1NS HE 0 A 8F.T ( WISDOM04 1.061.101.111.121.131.14 #G4 8,EMPU@N 0 IS ! W 86GRASP0 9 ,SPANI%4 #H4 8.,MASZ .ROZLEGIA .RODZ9@E0 IS TRANSLAT 8Y H AN EXT5D /EXT5SIVE 1.16FAMILY0 9 ,POLI%4 #I4 8,LA MAE/RO S@OLO HABLA ESPAANOL 1.17EN LA CLASE40 IS TRANSLAT 8,! T1*] 1.18ONLY SP1KS ,SPANI% In ! CLASS40 #Aj4 ,MAX TOLD ,H5RY1 8,GELD 1.151.191.201.21ABGEZ@AHLT BEREITHALT540 #AA4 8,Q@UE HACES80 IS TRANSLAT 8,:AT1.23 E Y DO 80 9 ,SPANI%4 #AB4 ,! ,BAN ,DA9AGON ,EKOTOBA 7LATE 1.24#AB? C5TURY7 EMPHASIZES ACTIVE FIGURES 1.25DEPICT ) RAPIDLY EXECUT BRU% /ROKES & 1.2257.B.1Braille Module 57-11
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized Words2.01?9 B VIBRANT COLORS4 2.02 2.032.042.05 2.07 2.08 2.09 2.062.102.112.122.132.14 2.16 2.17 2.18 2.152.192.202.21 2.23 2.24 2.25 2.2257.B.1Braille Module 57-12
PROFITT CurriculumModule # 57 — Accent Symbol, Foreign, and Anglicized WordsAnswers to Lesson 16.1-16.5: Worksheet (57.B.2)Proofread each sentence and highlight each braille cell that is incorrect.1.2.3.4.Mimi called, “Garçon, garçon!”Shelley’s fiancé is from France.São Paulo is a city of southeast Brazil west-southwest of Rio de Janeiro.Monica jumped up and replied, “Blessèd are those that have a job in this difficulteconomy.”5. The news reënforced her hopes.6. Andy was an “oráculo”, which means he was a “fount of wisdom”.7. “Empuñ
Foreign language may seem a little overwhelming, but you can grasp the concept as you apply yourself. . Materials and Supplies . Braille Module 57-4 B. Foreign and Anglicized Words Defined (3 hours) Objective BS57.2: Demonstrate a growing proficiency and understanding the rules how foreign and Anglicized words are defined, foreign words in .
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1) Print and cut out the Braille and Print letters below. Place the Braille letter on one side of a 3X5 card and the correct print letter on the back side of the card. 2) Cut the top right corner of the Braille side to help the student know which way is 'up'. 3) Have the student look at the Braille side of the flash card and state the letter.
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Braille is a system in which reading and writing are done through touch rather than vision. Braille is not a language, but a reading and writing medium. Braille is made up of dots set in 6 dot groups called cells. Each cell is two dots wide and 3 dots high.
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