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.
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.
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.
Q: Does my teacher want me to sign every single detail from the video? A: No. Unit 6.15 tests salient events (important actions). If the person scratches their nose in the video, you ignore that. Only sign the events that change the story.
Q: What if I forget a classifier? Can I spell the object? A: Technically, yes. But for a passing score, you should try to use the classifier first. If you freeze, fingerspell the noun (e.g., B-O-W-L) and then use CL:C.
Q: Is it okay to mouth English words while signing? A: For Unit 6.15, avoid mouthing English. Use appropriate ASL mouth morphemes (like "MM" for medium distance, "CS" for clumsy movement, or "PAH" for finally done).
To help you recognize the signs in the video:
Signing Naturally Unit 6.15 homework, titled "Childhood Stories: I Wanna Be Different," focuses on narrative structure, using transitions, and describing childhood experiences in American Sign Language (ASL)
Below are the common questions and verified answers based on student workbook materials: Story 1: "I Wanna Be Different" (Narrative Structure)
In this segment, storyteller Melinda shares a story about wanting to be unique from her sisters Opening Phrase: signing naturally unit 6.15 answers
After signing "rooster," she opens with "Now, I am going to tell you a story" or "Long ago when I was a little girl" Background Summary:
Melinda and her sisters looked very similar. Their mother liked to dress them alike, but Melinda's sisters hated it and wanted to look different Body Transition: She uses the transition sign for to move into the main plot Body Summary:
Melinda developed a rash that turned out to be chicken pox. Initially, she was happy to be "different" from her sisters Course Hero Final Transition: She uses the transition "Later on" to move to the conclusion Course Hero Conclusion Summary:
Her sister also caught chicken pox shortly after. Melinda realized that being "different" (having the pox) wasn't actually worth it because they were soon the same again Course Hero Check the Box: Language Elements (Page 351)
This section asks students to identify specific signing techniques used in the narrative Course Hero Transition (T) Modified Verb (MV) Modified Verb (MV) Transition (T) Transition (T) Signs for Talking (Page 355)
Students must identify the correct sign (A, B, C, or D) that matches the sentence provided in the video Course Hero Vocabulary Focus
Key vocabulary introduced in Unit 6.15 includes signs for childhood illnesses and storytelling markers Chicken Pox: Signed as "CHICKEN" followed by fingerspelling "POX" Tapping the thumb of a "3" handshape on the forehead Transitions: Common markers used include "ONE-DAY," "NOW," and "USED-TO" Course Hero
For further practice, you can find flashcards and interactive study sets on or view detailed homework breakdowns on narrative techniques
(like role-shifting) used in the "Ghost in My Room" story from the following section? Chapter 6 Lesson 15: Childhood Storytelling Assignments
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". When the woman turns around (Event 5), you
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.
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. Signing Naturally Unit 6
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 is the childhood story titled "I Wanna Be Different," told by Melinda. This lesson emphasizes narrative structure—specifically how to use transitions and role-shifting to tell a cohesive story. Narrative Structure: "I Wanna Be Different"
Below are the typical homework answers for the analysis of Melinda's story:
Opening Phrase: After introducing the sign for ROOSTER, Melinda opens the story with the phrase "Now, I'll tell you a story" or "Long ago when I was a little girl".
Background Information: Melinda explains that she and her sisters looked very similar. Her mother enjoyed dressing them in identical clothing, but her sisters hated looking the same and constantly wanted to be different.
Body Transition: She uses the transition "One day" (with raised eyebrows) to signal the start of the main action.
Body Summary: One day, after coming home from school, Melinda developed a rash—CHICKENPOX. Soon, her sister caught it too, meaning they were "the same" once again.
The "Roosterpox" Joke: Because her sister was so upset about being the same, her father jokingly told her she didn't have chickenpox, she had "roosterpox" so she could feel different.
Conclusion Transition: She often uses the transition "Now" or "Well" to move into the final thoughts.
Story Conclusion: Melinda concludes that while she wanted to be different very badly as a child, once the opportunity actually came, it didn't seem worth it. Key Vocabulary in Unit 6.15
The following signs are essential for this unit and the accompanying exercises: Chapter 6 Lesson 15: Childhood Storytelling Assignments