Download Braille Module 33 LOC 8

Braille Module 33
Whole-Word Lower-Sign
Contractions for to, into, and
by
LOC Literary Lesson 8, Section
8.1
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Braille Module 33
Whole-Word Lower Sign Contractions for to, into, and by
Literary Lesson 8.1
Summary
Goal(s): The goal is for the students to
gain an understanding of the information
on whole-word lower-sign contractions for
to, into, and by.
SMART Objectives: Specific, Measurable,
Achievable, Realistic, and Time-sensitive
By the end of this module, students should
be able to:
BS33.1: Demonstrate a growing
proficiency and understanding of the
application of literary braille code for
whole-word lower-sign contractions for to,
into, and by.
BS33.2: Review and test on the wholeword lower-sign contractions for to, into,
and by.
BS33.3: Identify braille rules and apply
knowledge through playing the game:
Hollywood Squares.
Instructor:
 Braille instructor
Delivery Method(s):
 Flash cards
 Lecture
 Classroom reading
 Discussion
 One-on-one reading
 Hands on
 Game
Length: 5 hours
Three topics
Any Applicable Business and/or Soft Skills:
Corresponding LOC Manual:
Lesson 8.1 with EBAE XIII.41
Take Away Message(s): Braille transcribing is a lifelong learning process as the rules
seem to progress as print changes and as technology becomes more prevalent. Being
literary certified in Braille is just the beginning. Focusing on the literary rules is very
important. Searching for updates through available agencies will help you to stay
informed. You will continually build on the foundation you started at the beginning of
this course. Endure the process with a good attitude and you will have a successful
career as a braille transcriber.
Braille Module 33-1
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Instructor Preparation
Title of Module: Whole-Word Lower-Sign Contractions for to, into, and by
The purpose of this module is for students to be introduced to the whole-word lower sign
contractions for to, into, and by. Time is permitted in this module for the students to
continue the practice of proofreading. The students will be tested on the contractions they
learned in this module. The students will also play the fun-packed game of Hollywood
Squares using the knowledge they retained from Lessons 7-8.
Agenda – topics to be covered in the module and length of each item
Topic: Whole-word lower-sign contractions
Time Allotted: 5 hours
A. Whole-Word Lower Sign Contractions for to, into, and by
(2.5 hours)
B. Review and Test
(1 hour)
C. Play the Game: Hollywood Squares
(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: Lesson 8: Contraction List (33.A.1), Lesson 8:Quiz (33.A.2), Answers to
Lesson 8.1:Quiz (33.A.3), Lesson 8.1: Worksheet (33.A.4), Answers to Lesson 8.1:
Worksheet (33.A.5), Lesson 8:Test (33.B.1), Answers to Lesson 8.1:Test (33.B.2),
Hollywood Squares Ribbons (33.C.1), Hollywood Squares Workshop (33.C.2), and
Hollywood Squares Questions (33.C.3) (one copy of answer sheets and Hollywood
Squares materials)
6. Have a copy of the Contraction Chart and answers.
7. You will need a copy of Lesson 8 flashcards (Les8Flashcards.docx).
8. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).
9. Hollywood Squares braille questions for the game are included in this curriculum.
10. This game is already customized into the template.
11. Keep a log of the highest scores and the group tries to make it to the top 10 winners.
Braille Module 33-2
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
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 8 and materials for the students to
make their own.
3. Have chalk and erasure board ready for use.
4. Have the computer and overhead screen ready to play the game Hollywood Squares.
Braille Module 33-3
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Curriculum Content
A. Whole-Word Lower-Sign Contractions for to, into, and by
(2.5 hours)
Objective BS33.1 Demonstrate a growing proficiency and understanding of the application
of literary braille code for whole-word lower-sign contractions for to, into, and by.

PREINSTRUCTIONAL ACTIVITIES
The instructor will be familiar with LOC Manual: Lesson 8.1a-8.1f and EBAE XII.41 which
covers the contractions for to, into, and by, including the general rules, with compositions
signs, with punctuation, with other contractions, used at the end of a braille line, and as
proper names. They will also be familiar with Drill 24.
You will need copies of: Lesson 8: Contraction List (33.A.1), Lesson 8: Quiz
(33.A.2), Answers to Lesson 8: Quiz (33.A.3), Lesson 8.1: Worksheet (33.A.4)
and Answers to Lesson 8.1: Worksheet (33.A.5).
You will need a copy of Lesson 8 flashcards (Les8Flashcards.docx) (Whole-word
contractions only in this section).
You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).
Each student will need a copy of the Contraction chart. The instructor will have a copy
of the Answers to the Contractions Chart (Lesson 8 Contractionschart.xls).
 CONTENT PRESENTATION AND LEARNER PARTICIPATION
The instructor will pass out the Lesson 8: Quiz (33.A.2). The quiz is an inquiry to the
knowledge of the students prior to studying Lesson 8 in class. This quiz is to test to see if
the student has read the lesson prior to class.
The quiz contains all of the braille characters the students will learn in Lesson 8. This
includes the whole-word lower-sign, the part-word lower signs and the short-form words
contained in this module. The students will be required to fill in the table with these
characters.
The outcome of this quiz is to test the students on their knowledge of the new braille
characters introduced in Lesson 8.
The instructor will use the classroom flashcards for Lesson 8. The flashcards for Lesson 8
introduces the whole-word lower-sign contractions for to, into, and by. Start out slowly
and pick up speed. Hold each card up and allow the students to shout out the contractions.
Then allow time for you to call on the students’ one at a time. This will help to allow each
student to test their memory.
Braille Module 33-4
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Some reminders to the students:
“Remember that the contractions for to, into, and by are used as whole-words only,
but they are always connected to the word, contraction, composition sign, number,
or symbol that follows.
Use the flashcards in and out of the classroom to your advantage. The flashcards
will help you to memorize the contractions quicker.”
If time permits you may also want to review the flash cards from Lesson 7.
Have the students make their flashcards for Lesson 8 using the index cards.
Continue to encourage the use of the flash cards in the class room and privately.
As a class the students will read and discuss Lesson 8.1a-8.1f and EBAE XII.41 which
covers the contractions for to, into, and by, including the general rules, with compositions
signs, with punctuation, with other contractions, used at the end of a braille line, and as
proper names.
Some reminders to the students (write the list on the board):
“Remember that the contractions for to, into, and by are:

always joined to the word, contraction, composition sign, number, or symbol
that follows.
 never used as parts of words.
 used both BEFORE and AFTER composition signs such as capital, number,
emphasis and letter indicators.
 can be used when they come AFTER punctuation.
 cannot be used when they come BEFORE punctuation marks.
 cannot be used at the beginning or in the middle of a hyphenated compound
word or expression.
 always connected to something following them, they cannot be used for the
last word of such an expression.
 joined to words that start with a part-word contraction.
 joined to whole-word contractions.
 are used with the part-word contractions be, con, dis, and com.
 contracted and joined to each other, so long as there is contact with a dot 1
or dot 4.
Never use the contractions for to, into, or by when the letters of these words
comprise a proper name or a part of one.”
Braille Module 33-5
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Take turns as a class to read the braille (embossed) answers to Drill 24 from the drill book.
This will help the students to get a visual idea of reading the embossed copy.
Some reminders to the students:
“By now you have learned three whole-word contractions that have different rules
than the contractions you already know. These contractions are joined to words.
This may be a little difficult for you to learn. This reading practice will help you to
grasp the idea.
Take your time when you are reading. Remember to be patient and quiet whenever
someone else is reading.”
Next students will complete Drill 24 on Page 8-3 using Perky Duck.
Some reminders to the students before they transcribe Drill 24:
“Remember the contractions you learned in this lesson have to be connected to
another word because they cannot stand alone. Look up the rules whenever you
have a question to see if the contraction can or cannot be used. Then mark your
paper so you don’t have to continue to questions yourself.
Remember to thoroughly structure your print copy prior to transcription. Always
print out your Drills to proofread. Proofread your own work before handing it to
someone else to proofread.
Encourage each other to memorize these contractions through the use of the
flashcards.”
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 8.1: Worksheet (33.A.4). This worksheet was
created for the students to practice their knowledge of proofreading. This worksheet
contains 18 complete sentences in simulated braille. The students will look for and
highlight each error. An answer key is included. Allow time to go over the worksheet and
answer questions.
 FOLLOW-THROUGH ACTIVITIES
The Instructor will have the students bring out their copy of the Contractions Chart.
The students will fill in the boxes that pertain to the whole-word lower-signs for to, into,
and by. Please allow time to go over this chart, fill in the boxes that apply, and allow for
questions/answers.
Some reminders to the students:
Braille Module 33-6
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
“Remember to fill out your Contractions Chart for this section. Today we learned
the whole-word lower-signs for to, into, and by. Use the “note” section to remind
yourself of the ways you can or cannot use the contraction. This will save you
valuable time when filled out correctly.
The Contractions Chart will be used throughout the braille modules as long as
you will be learning contractions. Take care of the one you have. Remember to fill
it in each time you learn new contractions.”
 ASSESSMENT
Discuss the student’s response to these whole-word contractions that cannot stand alone.
Are they grasping the idea? Encourage the student’s to pay attention to the rules and
they will begin to comprehend how a contraction can be used in both ways, depending on
the context.
B. Review and Test
(1 hour)
Objective BS33.2: Review and test on the whole-word lower-sign contractions for to, into,
and by.

PREINSTRUCTIONAL ACTIVITIES
The instructor will be familiar with Lesson 8.1.
You will need the following handouts: Lesson 8.1: Test (33.B.1) and Answer to
Lesson 8.1: Test (33.B.2).
 CONTENT PRESENTATION AND LEARNER PARTICIPATION
Review Lesson 8.1 of the LOC Manual. The review is designed to prepare the students for
the 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 LOC
Manual: Lesson 8.1.
The Instructor will pass out the Lesson 8.1: Test (33.B.1) to each student. This test
consists of filling in a table, True or False questions, and highlighting the contractions
learned. An answer key is included. Allow for time to go over the test and answer
questions.
The expected outcome of the test will help both the instructor and the students to
understand the students’ strengths and weaknesses. This will allow them to work together
to strengthen the students weaknesses in any area.
Braille Module 33-7
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
 ASSESSMENT
This test is necessary for the students and the instructor to determine the knowledge
acquired over Lesson: 8.1 of the Instruction Manual for Braille Transcribing Fifth Edition,
2009. It is expected that the students will fully grasp these rules.
The instructor is to go over each section to be tested on with emphases on areas that will
be on the test. Allow the students to ask any questions pertaining to the context of Lesson
8.1.
C. Play the Game: Hollywood Squares
(1.5 hours)
Objective BS33.3: Identify braille rules and apply knowledge through playing the game:
Hollywood Squares.

PREINSTRUCTIONAL ACTIVITIES
The Instructor should become familiar with the computerized game of Hollywood Squares.
The Instructor must be able to demonstrate how this game is played. They must also be
able to train someone to run the game on the computer. You will need an impartial player
from the class but preferably an outsider to run the game on the computer.
NOTE: If the Instructor chooses not to play the game of Hollywood Squares they can
utilize the questions as a test or ask the questions in class.
You may want to make HOLLYWOOD SQUARES ribbons (33.C.1) printed on card
stock paper for the winners.
You will need a copy of the Hollywood Squares Workshop (33.C.2) and Hollywood
Squares Questions (33.C.3) for the instructor.
 CONTENT PRESENTATION AND LEARNER PARTICIPATION
See Jump Start Directions that are attached.
Hollywood Squares is a game similar to the game tic-tac-toe. Divide the students into two
groups and allow them to pick a team name. There are 9 rounds to this game.
Some reminders to the students:
“The purpose of the game is to have fun and to apply what you have learned in
Lessons 7-8.
Though you are teamed up you need to take turns answering the questions so
everyone will have a chance to play. Remember that teamwork will create an
environment that will allow the game to flow as you challenge the other team.
ENJOY!”
Braille Module 33-8
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
The questions for Lessons are included in the handouts. This is a reference guide for the
Instructor to follow.
Read the instructions to the students so they will get an idea of how the game is played.
The students should answer their own questions without help from the other students.
Each contestant or team will be given an answer in which they must pose the
corresponding question. Dollar values are assigned to each answer. The contestant or
team with the most money in the end wins!
Remember that people learn from their mistakes. Allow for time to ask
questions. There may have been errors or changes in the LOC rules and this is
a great time to acknowledge these with a class discussion.
 ASSESSMENT
The outcome of the game is to test the students on their knowledge of Lessons 7-8.
Frequently Asked Questions:
1. What kind of jobs can blind people do?
Answer: No longer are the days when the only jobs blind people could get were chair
caning, piano tuning, proofreading braille, as examples. With the advent of the computer,
portable braille-display reading devices for the blind, recording and talking pens—you
name it—you don’t have to be sighted to get a good job. This is where you come in. Most
blind people in the professions—doctor, lawyer, CEO, secretary, accountant—read braille.
They got their head start in school using the braille materials transcribers worked quickly
and carefully to produce.
Braille Module 33-9
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Braille Module 33
Whole-Word Lower Sign
Contractions for to, into, and
by
LOC Literary Lesson 8, Section
8.1 Handouts and Answer
Sheets
Braille Module 33-10
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Lesson 8: Contraction List (33.A.1)
Contraction Whole-word Meaning
to
6
96
0
into
by
Contraction Part-word Meaning
2
3
4
6
7
1
bb
cc
dd
ff
gg
ea
Short-form
Meaning
ab
about
abv
above
(be)c
because
(be)l
below
f(st)
first
grt
great
33.A.1
Braille Module 33-11
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Lesson 8: Quiz (33.A.2)
Name the contractions below. Remember that one of the characters, listed
twice can be used for two different things.
8.
6
3
2
0
96
4
1
7
9.
6
1.
2.
3.
4.
5.
6.
7.
Name the short-form word.
10.
grt
11.
f(st)
12.
(be)l
13.
(be)c
14.
abv
15.
ab
33.A.2
Braille Module 33-12
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Answers to Lesson 8: Quiz (33.A.3)
Name the contractions below. Remember that one of the characters, listed
twice can be used for two different things.
8.
6
3
2
0
96
4
1
7
9.
6
1.
2.
3.
4.
5.
6.
7.
To
Cc
Bb
By
Into
dd
ea
gg
ff
Name the short-form word.
10.
grt
great
11.
f(st)
first
12.
(be)l
below
13.
(be)c
because
14.
abv
above
15.
ab
about
33.A.3
Braille Module 33-13
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Lesson 8.1: Worksheet (33.A.4)
Proofread each sentence and highlight each braille cell that is incorrect.
1.
Vaseline is a by-product of oil.
2.
Jerry wrote a How-To book on braille.
3.
Andrea stepped into the puddle and ruined her new shoes.
4.
Shawna stopped by to drop off the casserole.
5.
Lin To was Mark Allen’s girlfriend.
6.
(To Joseph, a trip into “the coldness of snow” is fun.)
7.
Was Amy going to/from work when she had a flat?
8.
Jean went into the bank to take out a loan.
9.
The bylaws were written by and for the township.
10. We like to drive the highways and byways of the hill country.
11. Eric’s How-To book on birdhouses sold to James Beard.
12. Ralph Williams Vaughan composed FANTASIA ON A THEME BY THOMAS TALLIS.
33.A.4
Braille Module 33-14
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
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1.10
1.11
1.12
1.13
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1.16
1.17
1.18
1.19
1.20
1.21
1.22
1.23
1.24
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33.A.4
Braille Module 33-15
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Answers to Lesson 8.1: Worksheet (33.A.5)
Proofread each sentence and highlight each braille cell that is incorrect.
1.
Vaseline is a by-product of oil.
2.
Jerry wrote a How-To book on braille.
3.
Andrea stepped into the puddle and ruined her new shoes.
4.
Shawna stopped by to drop off the casserole.
5.
Lin To was Mark Allen’s girlfriend.
6.
(To Joseph, a trip into “the coldness of snow” is fun.)
7.
Was Amy going to/from work when she had a flat?
8.
Jean went into the bank to take out a loan.
9.
The bylaws were written by and for the township.
10. We like to drive the highways and byways of the hill country.
11. Eric’s How-To book on birdhouses sold to James Beard.
12. Ralph Williams Vaughan composed FANTASIA ON A THEME BY THOMAS TALLIS.
1. Vaseline needs to be capitalized and cannot contract “by”. Rule 8.1c
2. Cannot contract “to”. Rule 8.1c
3. Contract “to”. Rule 8.1d
4. Contract “to”. Rule 8.1d
5. Cannot contract “To.” It is a proper name. Rule 8.1f
6. Contract “to”. Rule 8.1c
7. Cannot contract “to” next to a slash. Rule 8.1c
8. Contract “into”. Rule 8.1d
9. Contract “by”. Rule 8.1a
10. Cannot contract “by”. Rule 8.1a
11. No space after hyphen. Rule 8.1c
12. No space after “BY”. Rule 8.1b
33.A.5
Braille Module 33-16
PROFITT Curriculum
1.01
1.02
1.03
1.04
1.05
1.06
1.07
1.08
1.09
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
1.18
1.19
1.20
1.21
1.22
1.23
1.24
1.25
Module # 33 — Whole-Word Lower-Sign Contractions
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33.A.5
Braille Module 33-17
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Lesson 8.1: Test (33.B.1)
Highlight True or False.
1. To, into, and by are always used as parts of words. True or False
2. Unlike the whole-word lower-signs learned in Lesson 7 (in, enough, be, his, was, were),
which must always be preceded and followed by a space, the contractions for to, into,
and by are always joined to the word, contraction, composition sign, number, or
symbol that follows. True or False
3. Do not use the contractions for to, into, or by when the letters of these words
comprise a proper name or a part of one. True or False
4. When to, into, or by comes before one of the six whole-word lower-signs (in, enough,
be, his, was, were), the contraction for to, into, or by is used, but the following word
cannot be contracted—to do so would violate the Lower Sign Rule [XIII.40.b]
True or False
5. When to, into, or by and the following word are both fully capitalized, each word is
preceded by the double capital indicator—even though they are joined. True or False
6. Since these contractions must be connected to something following them, they cannot
be used for the last word of such an expression. True or False
7. To, into, and by may be contracted and joined to each other, so long as there is
contact with a dot 1 or dot 3. True or False
8. Because the contractions for to, into, and by cannot be used when they come before
punctuation, they cannot be used at the beginning or in the middle of a hyphenated
compound word or expression. True or False
9. Use the contractions for to, into, and by when they come after punctuation such as an
opening quotation mark, opening parenthesis, a bracket, or a dash. True or False
10. When the contraction for into cannot be used, the contraction for in is used.
True or False
11. These contractions are joined to words that start with a part-word contraction and
are also joined to whole-word contractions. True or False
12. Occasionally there is not room at the end of a line for the contraction to, into, or by
and at least the first syllable of the following word, but there is room to spell out to,
into, or by. Because the braille reader is more familiar with contractions, it is
preferable to spell out the word. Instead, take the contraction to the next line. True
or False
33.B.1
Braille Module 33-18
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Answers to Lesson 8.1: Test (33.B.2)
Highlight True or False.
1. To, into, and by are always (never) used as parts of words. True or False Rule 8.1a
2. Unlike the whole-word lower-signs learned in Lesson 7 (in, enough, be, his, was, were),
which must always be preceded and followed by a space, the contractions for to, into,
and by are always joined to the word, contraction, composition sign, number, or
symbol that follows. True or False Rule 8.1a
3. Do not use the contractions for to, into, or by when the letters of these words
comprise a proper name or a part of one. True or False Rule 8.1f
4. When to, into, or by comes before one of the six whole-word lower-signs (in, enough,
be, his, was, were), the contraction for to, into, or by is used, but the following word
cannot be contracted — to do so would violate the Lower Sign Rule [XIII.40.b]
True or False Rule 8.1d
5. When to, into, or by and the following word are both fully capitalized, each word is
preceded by the double capital indicator—even though they are joined. True or False
Rule 8.1b note
6. Since these contractions must be connected to something following them, they
can(not) be used for the last word of such an expression. True or False Rule 8.1c can
7. To, into, and by may be contracted and joined to each other, so long as there is
contact with a dot 1 or dot 3. True or False Rule 8.1d a dot 1 or 4
8. Because the contractions for to, into, and by cannot be used when they come before
punctuation, they cannot be used at the beginning or in the middle of a hyphenated
compound word or expression. True or False Rule 8.1c
9. Use the contractions for to, into, and by when they come after punctuation such as an
opening quotation mark, opening parenthesis, a bracket, or a dash. True or False
Rule 8.1c
10. When the contraction for into cannot be used, the contraction for in is used.
True or False Rule 8.1c note
11. These contractions are joined to words that start with a part-word contraction and
are also joined to whole-word contractions. True or False Rule 8.1d
12. Occasionally there is not room at the end of a line for the contraction to, into, or by
and at least the first syllable of the following word, but there is room to spell out to,
into, or by. Because the braille reader is more familiar with contractions, it is
preferable (not) to spell out the word. Instead, take the contraction to the next line.
True or False Rule 8.1e
33.B.2
Braille Module 33-19
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Hollywood Squares Ribbons (33.C.1)
I Won the
hollywood squares
Game!!!
hollywood squares
CHAMPION!!!
hollywood squares VICTOR!!!
33.C.1
Braille Module 33-20
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
The Hollywood Squares User Manual (33.C.2)
Purpose
If you are unfamiliar with the game show then here are a few things you need to know to
run this game smoothly. The game is a Tic-Tac-Toe game using people and questions.
The winner is the first to form 3 X’s or O’s across, up, down, or diagonally. This program is
excellent for group instruction because you can have one or two people take up each
square and also have two contestants. This allows for up to 20 participants at a time… or
you can just use as little as the 2 contestants.
How to Play
When you reach the opening screen with the names, you
must scroll through all the famous Hollywood
actors/actresses as you introduce the game. After all the
people have appeared click again for the main game screen.
Have 1 or 2 people pretend to be in each square. Now you
are set up and pay can begin.
Let’s say Amy goes first and she is X. She chooses a square (say square 5 for this
example). You must click on the Hollywood actor/actress in that square to go to that
person’s player screen. There you will see the question for that square.
Let’s say the question is, “What year did America declare it’s independence?”
The person assigned to that square now has to answer (or bluff a wrong answer) that
question. Let’s say John is in square 5 and he says, “The answer is 1910.”
Amy then has to agree or disagree with John’s answer. After she has made her decision,
you click the mouse again and the correct answer appears. Click on the menu arrow to
return to the main game board.
If Amy agreed with John, she was wrong. Therefore you would put an “O” in the block
box in square 5 by clicking in the black box and typing an uppercase “O.” If
Amy disagreed with John, you would put and “X” in the black box in square 5.
Contestants take turns until someone has made 3 in a row. When this has happened you
can type a “1” in the scoreboard by clicking in the black box and typing “1.”
The winner of the game is the one who wins more tic-tac-toe games than their opponent.
You can play one time, or best two out of three… and so on.33.C.2
Braille Module 33-21
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
When a person wins the game, you can click on the “Click here if X wins” or “Click here if
O wins” for the winning team to see the winning slide.
The current PowerPoint slide show comes with one round. If you want additional rounds,
all you need to do is copy and paste the pages after the last page of the game (before the
winner slides).
IMPORTANT – Once you enter the X’s and O’s onto the game board, you must go back
and delete them from within the presentation. If you do not clear them off the board
before exiting, they will be saved as part of the presentation.
Have Fun with More from JumpStart!
There is more from JumpStart than just Game Show Edition. Check out the bonus games
included on this CDROM for more info about our other products!
Customizing the game
First Things First
Move all the files from the CDROM to your computer. You may want to create a
“JumpStart Games” folder in your “My Documents” for all the games we have to offer. The
game cannot be customized if the files are not copied to your computer.
Add Your Questions
Open the “Hollywood Squares” PowerPoint file and begin to familiarize yourself with the
game format. Spend at least 30 minutes working with the game before you use it with a
group. This will insure the game will go smoother than if you jumped in too soon.
When you are ready, you can begin to change all the text in the game. You can change
the questions and the answers by clicking on the text on each page, and replacing the text
with your own. If there is not enough room to fit your question, change the font size to a
smaller setting.
Winnings
Maybe contestants try to win points added to a grade instead of pretend money…. Or
maybe they work for prizes…. Or maybe you keep a log of the highest scores, and the
group members try to make it on the top 10 winners list. It’s all up to you!!!
33.C.2
Braille Module 33-22
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
New Games
I suggest saving new games in different files. All the slides on the PowerPoint program are
set to link to specific pages and if you try to change it, things could be messed up really
easily. If you plan on using this game one time after another, I suggest you save the files
under different names. Prepare your first game and save it under a different game (i.e.
“game1” and the next game you make is “game2”)
33.C.2
Braille Module 33-23
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Hollywood Squares Questions: Lesson 7 (33.C.3)
Round 1
1. Lesson 7 introduces what whole-word lower-sign contractions?
Answer: Whole-Word Lower-Sign Contractions for in, enough, be, his, was, and
were
2. Lesson 7 introduces what part-word lower-sign contractions?
Answer: Part-Word Lower-Sign Contractions for in, en, be, con, dis, and com
3. What are abbreviated words in braille called?
Answer: Short-form words
4. Combinations of dots from the middle and/or lower portion of the cell form ____
____.
Answer: Lower signs
5. Lower signs do not contain a dot ____ or dot ____.
Answer: 1 or 4
6. It should be noted that all of the punctuation signs are formed in the ____ ____of
the cell.
Answer: Lower part
7. There are lower-sign contractions for both ____ words and ____ of words.
Answer: Whole, parts
8. The contractions for the WORDS ____, ____, and ____ are the same as the
contractions for the LETTERS in, en, and be.
Answer: In, enough, and be
9. Read the braille:
,0 ! food 9 8 backpack 5 =! hike8
Answer: Was the food in his backpack enough for the hike?
33.C.3
Braille Module 33-24
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 2
1. The contractions for in, enough, be, his, was, and were have the same
configuration as certain ____ of punctuation.
Answer: Marks
2. To avoid confusion with punctuation, the contractions for in, enough, be, his, was,
and were are only used when they ____ ____ as whole words.
Answer: Stand alone
3. Punctuation marks are normally in ____ ____ with a word or other punctuation.
Answer: Direct contact
4. The contractions for in, enough, be, his, was, and were may/may not be preceded
by composition signs.
Answer: May
5. Read the braille:
8,his hi/ory book was--or r is--in|
! same place40
Answer: “His history book was—or rather is—in the same place.”
6. Because the contractions for in, enough, be, his, was, and were must always ____
____, they cannot be used when next to a slash.
Answer: Stand alone
7. The lower-sign contractions for in, enough, be, his, was, and were can/cannot be
used to form hyphenated compound words.
Answer: Cannot
8. The whole-word contraction en cannot be used for anything other than the word
____.
Answer: Enough
9. When the word enough cannot be contracted because it is in contact with
punctuation, the ____ ____is used.
Answer: En contraction
33.C.3
Braille Module 33-25
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 3
1. Contractions can/cannot be used if they overlap the elements of a solid compound
word.
Answer: Cannot
2. The contraction for in is used in easily read words like join, point and coin even
though oi is a ____.
Answer: Diphthong
3. Any number of unspaced PART-WORD lower signs can follow one another as long as
the series is in contact with a character containing an ____ ____.
Answer: upper dot (dot 1 or dot 4).
4. Read the braille: ,0 x truly his1 t suit ( f9e l958
Answer: Was it truly his, that suit of fine linen?
5. Often when words containing lower signs are divided, the lower sign contraction
can/cannot be used because it is no longer in contact with an upper dot.
Answer: Cannot
6. When two or more lower-sign contractions would follow one another without being
in contact with an upper dot, the final lower-sign contraction is/is not used.
Answer: Is not used
7. Read the braille:
,we'll ne$ milk1 sug>1 fl\r & %ort5in' =! cake4
Answer: We'll need milk, sugar, flour and shortenin' for the cake.
8. When used as part of a word, the contractions for en or in may be in contact with
other letters or punctuation as long as the sequence is ____ ____ with an upper
dot.
Answer: In touch
9. Read the braille:8,3trol t dog60
Answer: "Control that dog!"
33.C.3
Braille Module 33-26
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Lesson 8
Round 4
1. Read the braille: ,my ,h[-,to ,book
Answer: My How-To Book
2. Name one of the three parts to the heading for Lesson 8
Answer: Whole-Word Lower-Sign Contractions for to, into, by, Part-Word LowerSign Contractions for bb, cc, dd, ff, gg, ea, and More Short-Form Words
3. Read the braille: lay-by
Answer: lay-by
4. The contractions for to, into, and by are always joined to the ____, ____,
composition sign, number, or symbol that follows.
Answer: word, contraction
5. Read the braille: 7,6,sam1 x's a trip 9to 8p>adise407
Answer: (To Sam, it's a trip into "paradise.")
6. The word by could be confused with what contraction if it stood alone?
Answer: Was
7. True or False: The contractions for to, into, and by, are never used as parts of
words.
Answer: True
8. Read the braille:
,toby 0 6g 0! bank at noon4
Answer: Toby was to go by the bank at noon.
9. Read the braille: ,! bylaws>e writt5 0&=! p4
Answer: The bylaws are written by and for the people.
33.C.3
Braille Module 33-27
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 5
1. True or False: Use the contractions for to, into, or by both before and after
composition signs such as capital, number, emphasis and letter indicators.
Answer: True
2. Read the braille: #b ,,games ,,6,,g1 ,,r$s ,,w9
#f ,,6#j6
Answer: 2 GAMES TO GO, REDS WIN 6 TO 0!
3. When to, into, or by and the following word are both fully capitalized, each word is
____ by the double capital indicator.
Answer: Preceded
4. Use the contractions for to, into, and by when they come ____ punctuation such as
an opening quotation mark.
Answer: After
5. The contractions for to, into, and by are/are not used when they come before
punctuation marks.
Answer: Are not used
6. Read the braille: 8,0! way1 did y see ,hel5 g by80
Answer: "By the way, did you see Helen go by?"
7. True or False: When the contraction for into cannot be used, the contraction for in
is used.
Answer: True
8. Read the braille: bride-to-be
Answer: bride-to-be
9. The contractions for to, into, and by cannot be used at the ____ or in the ____ of a
hyphenated compound word or expression.
Answer: beginning, middle
33.C.3
Braille Module 33-28
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 6
1. Read the braille: by-product
Answer: By-product
2. True or False: The contractions for to, into, and by are never joined to words that
start with a part-word contraction.
Answer: False, are joined
3. True or False: The contractions for to, into, and by are joined to whole-word
contractions.
Answer: True
4. Read the braille: ,tomato juice 0 p\r$ 0,%>on 96e cup4
Answer: Tomato juice was poured by Sharon into every cup.
5. Read the braille: 8,6be or n 6be10 ,]ik recit$4
Answer: "To be or not to be," Erik recited.
6. Read the braille: ,liz w5t 0-mut] tra9 6,4raeli ,/reet4
Answer: Liz went by commuter train to Disraeli Street.
7. True or False: To, into, and by may be contracted and joined to each other, so long
as there is contact with a dot 1 or dot 3.
Answer: False, a dot 1 or dot 4
8. Read the braille: ,i'll /op 06say hello4
Answer: I'll stop by to say hello.
9. The contractions to, into, or by cannot stand alone. They must be joined to the
following word, contraction, number, or ____ ____.
Answer: composition sign
33.C.3
Braille Module 33-29
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 7
1. Read the braille:
,jacki wants 6g 6,colorado ,spr+s
6visit ,john4
Answer: Jacki wants to go to Colorado Springs to visit John.
2. True or False: Do not use the contractions for to, into, or by when the letters of
these words comprise a proper name or a part of one.
Answer: True
3. Read the braille: ,toby ,to's dad came f ,*9a4
Answer: Toby To's dad came from China.
4. Read the braille: 0tra9
Answer: by train
5. Read the braille: #i 6#e
Answer: 9 to 5
6. Read the braille: 6? spot
Answer: to this spot
7. The contractions for to, into, or by can/cannot be used in hyphenated compound
words.
Answer: cannot
8. Read the braille: by-&-by
Answer: by-and-by
9. The contractions for to, into, or by can/cannot be preceded by punctuation.
Answer: Can be
33.C.3
Braille Module 33-30
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 8
1. Read the braille: 80n[0
Answer: "by now"
2. The contractions for to, into, or by can/cannot be followed by punctuation.
Answer: Cannot be
3. Read the braille: ,i'll drop by4
Answer: I'll drop by.
4. Read the braille:9to_/\t (
Answer: Into/out of
5. The contractions for to, into, or by can/cannot be preceded by composition signs
Answer: Can
6. Read the braille: 8,0n[0
Answer: "By now"
7. The contractions for to, into, or by can/cannot be followed by composition signs.
Answer: Can
8. Read the braille: ,0,george6
Answer: By George!
9. When one of these words comes before any other whole-word lower-sign, the last
possible contraction must be ____ ____.
Answer: Spelled out
33.C.3
Braille Module 33-31
PROFITT Curriculum
Module # 33 — Whole-Word Lower-Sign Contractions
Round 9
1. Read the braille: 6be
Answer: to be
2. The contractions for to, into, or by are/are not used when they come before partword lower signs.
Answer: are used
3. Read the braille: 03s5t
Answer: by consent
4. Read the braille: 64tract
Answer: to distract
5. Read the braille: ,g 9to 8,o',brians40
Answer: Go into "O'Brians."
6. When there is not room at the end of a line for one of these contractions and the
following word or portion thereof, take the contraction to the ____ ____.
Answer: next line
7. Because the braille reader is more familiar with contractions, it is preferable not to
spell out the word. Instead, take the contraction to the ____ ____.
Answer: next line
8. To, into, and by may be contracted and joined to each other, so long as there is
contact with a dot ____ or dot ____.
Answer: 1 or 4
9. Name the six short-form words you learned in Lesson 8.
Answer: About, above, because, below, first, and great
33.C.3
Braille Module 33-32