Signing Naturally Units 1-6 (1011) succeeds because it treats ASL not as "English on the hands," but as a distinct, rich language with its own grammar. It requires patience, a good mirror, and a willingness to be silent. If you finish Unit 6, you won't just "know signs"—you will be able to tell a story about where you grew up, what your family looks like, and what you did last weekend.
That is the difference between memorization and actually signing naturally.
Note on terminology: While "Signing Naturally 1011" is a common search term for the DVD/ebook set for levels 1-3 (Units 1-6), the specific product code may vary by publisher. Always check that you are purchasing the video access (often an online code now rather than a physical DVD) alongside the workbook.
Since "Signing Naturally 1011" likely refers to a introductory or intermediate American Sign Language (ASL) course using the popular curriculum by Smith, Lucas, and Mulrooney, I have written a sample reflection paper.
This paper is designed to fulfill a common requirement for ASL students: reflecting on the learning process, cultural immersion, and the specific skills taught in the Signing Naturally curriculum.
Note: If your assignment was to specifically analyze the events of a story or dialogue found on page 10-11 of the workbook, please provide those specific details, and I can adjust the paper accordingly.
Title: Beyond the Hands: A Reflection on Communication and Culture in Signing Naturally Student Name: [Your Name] Course: ASL 1011 Date: [Date]
Introduction Learning a new language is often viewed as an exercise in vocabulary memorization and syntax translation. However, American Sign Language (ASL) challenges this paradigm by existing in a three-dimensional, visual-spatial modality. Through the Signing Naturally curriculum utilized in ASL 1011, I have come to understand that fluency in ASL requires more than manual dexterity; it requires a fundamental shift in how one perceives communication. This paper reflects on my journey through the initial units of the curriculum, analyzing the development of visual-gestural skills, the importance of non-manual markers, and the deep connection between language and Deaf culture.
The Shift to Visual-Gestural Communication One of the most immediate hurdles presented in Signing Naturally was the transition away from auditory reliance. In spoken English, communication is linear and auditory. In ASL, communication is simultaneous and visual. The early lessons in the curriculum emphasized "visual-gestural" activities, forcing me to rely on eye contact and facial expression rather than sound.
This shift was disorienting at first. I realized how much I depended on "thinking in English" and translating word-for-word. The curriculum’s focus on identifying people and objects, and giving commands, highlighted the efficiency of ASL grammar. I learned that in ASL, the object is often established first, followed by the action—a syntactic structure that mirrors the visual reality of seeing an object before understanding what is happening to it. This reordering of thought processes has been the most challenging yet rewarding aspect of the course.
The Role of Non-Manual Markers A critical component explored in the text is the use of non-manual markers (NMMs). In spoken English, intonation carries meaning—a raised voice indicates a question; a flat tone indicates a statement. In ASL, this function is served by the face.
Through the exercises in Signing Naturally, I learned that raising eyebrows, tilting the head, or puffing the cheeks are not merely theatrical additions but grammatical requirements. For example, distinguishing between a "Yes/No" question and a "Wh-" question relies entirely on the face. Initially, I felt self-conscious exaggerating my facial expressions. However, as I engaged with the video materials and classroom activities, I realized that without these markers, the signs are grammatically incomplete. This realization helped me understand that ASL is a holistic language involving the entire body, not just the hands.
Cultural Competence and Community Perhaps the most profound lesson offered by the Signing Naturally curriculum is that language cannot be separated from culture. The textbook does not exist in a vacuum; it introduces students to the Deaf community not as a group of people who "cannot hear," but as a distinct cultural and linguistic minority.
Lessons regarding attention-getting strategies—such as tapping the shoulder or waving in the visual periphery—taught me the practical etiquette of a visual world. Furthermore, the narratives provided by native Deaf signers in the video materials offered a glimpse into the shared experiences and history of the community. Understanding the values of the Deaf community, such as the importance of clear communication and eye contact, has given context to the grammar I am learning. It is one thing to learn a vocabulary list; it is another to understand why maintaining eye contact is a sign of respect in Deaf culture, whereas it might be considered intense or rude in the hearing world.
Conclusion Studying Signing Naturally has been an eye-opening experience that transcends simple language acquisition. It has required me to rewire my brain to process information visually, to use my face as a grammatical tool, and to respect the rich culture embedded within the language. As I continue my studies, I recognize that fluency is not just about producing the correct signs, but about internalizing a visual worldview. The skills practiced in this course have laid a strong foundation for becoming not just a signer, but a culturally respectful participant in the Deaf community.
Signing Naturally Units 10–12 (often referred to by the search term "Signing Naturally 1011" because of the Level 2 curriculum structure) is the bridge that takes American Sign Language (ASL) students from basic communication to complex, narrative storytelling. While the first few levels of ASL focus on "survival" signs—like ordering food or asking for directions—the 10-12 sequence is where you learn to discuss life events, health, and abstract concepts.
Here is a deep dive into what this curriculum covers, why it’s a turning point for students, and how to master it. 1. The Core Focus: Moving Beyond "Vocabulary"
The biggest misconception about Signing Naturally 1011 (Units 10, 11, and 12) is that it’s just a list of more words to memorize. In reality, this level is about spatial awareness and inflecting signs.
Unit 10 (Giving Directions): You move from simple "left/right" to "Mapping." You learn to visualize a physical space and describe it so the viewer can "see" the room or building in their mind.
Unit 11 (Making Suggestions): This is the "Medical/Health" unit. You learn to describe symptoms, give advice, and discuss wellness. It requires a high level of Non-Manual Markers (NMMs) to show the intensity of a headache or the persistence of a cough.
Unit 12 (Talking about Life Events): This is the culmination. You learn to sign your life story, using time transition signs to move between childhood, adolescence, and adulthood fluently. 2. The "Spatial Agreement" Challenge
At this level, "signing in the box" no longer works. Signing Naturally 1011 pushes you to use the space around your body to represent different people or locations.
If you are talking about three different siblings, you must "place" them in your signing space and consistently refer back to those exact spots. If you move a sibling's location mid-story, a Deaf signer will lose the thread of who you are talking about. 3. Mastery of "Non-Manual Markers" (NMMs)
In Units 1–6, you might get away with a "stone face" while signing. In Units 10 and 11, your grade depends on your facial expressions.
Adverbial NMMs: You’ll learn how a slight change in your mouth shape (like the "mm" or "cha" mouth morphemes) changes a sign from "walking" to "walking aimlessly" or "walking a massive distance."
Role Shifting: This is the "acting" part of ASL. When telling a story in Unit 12, you don't just say "The doctor told me I was sick." You shift your body to become the doctor, then shift back to become yourself. 4. Tips for Success with Signing Naturally 1011
Many students find the jump in difficulty between Unit 9 and Unit 10 to be the steepest. To stay ahead:
Record Yourself: Your brain thinks you are making the correct facial expressions, but the camera often shows otherwise. Record your "Life Story" assignment and watch it on mute. If you can’t tell the emotion without the signs, you
Focus on Transitions: Pay close attention to the Time Signs (e.g., "Five years later," "From then on"). These are the glue that holds your narratives together.
Use the Student Workbook Videos: The Signing Naturally curriculum is designed for immersion. Avoid looking up English translations of signs; instead, watch the Deaf signers in the videos and mimic their rhythm and movement. 5. Why This Level Matters
Completing Unit 11 and 12 marks your transition from a "beginner" to an "intermediate" signer. It is the level required for most ASL Interpreting Programs (IPPs) and is the point where you can finally have meaningful, hour-long conversations with members of the Deaf community without feeling "stuck" for words.
Are you currently studying for a specific unit exam in the Level 2 book, or
In the Signing Naturally curriculum (specifically Units 10 and 11), a review typically focuses on identifying personal characteristics, workplace habits, and family traits using advanced descriptive signs and sentence structures. Unit 10 & 11 Review Highlights
Based on common curriculum materials like Signing Naturally Unit 10/11 Review, these sections emphasize comparing and contrasting people's lifestyles and professional environments. Personal Habits & Roommates: Contrasting an organized roommate versus one who is messy.
Signs for being tired of certain habits or preferring a "relaxed" lifestyle. Workplace Descriptions:
Describing bosses with signs like NOSY/SNOOPY (looking through drawers, no respect) vs. CRITICAL/COMPLAINING.
Discussing job satisfaction, specifically low pay or commute times. Personality Traits: Daydreamer: Using movement to show lack of focus. Social Butterfly: Expressing high social activity.
Focused/Quiet: Contrasting personality types within family units. Study Resources
If you are preparing for a midterm or final involving these units, you can find practice sets on platforms like Quizlet for Unit 11 or view video demonstrations on the Sign With Courtney YouTube playlist which covers vocabulary and grammar for the Level 1 and 2 curricula.
Signing Naturally is the most widely used curriculum for learning American Sign Language (ASL). Unit 10 focuses on building narrative skills, and Section 11 specifically targets the grammatical structure of Conditionals (If/Then statements) and Temporal Clauses.
Below is the full learning content, breakdown, and practice material for Signing Naturally 10.11.
The curriculum trains students to watch signing in three distinct stages:
This method forces students to stop "hearing" English words in their head and start seeing ASL concepts.
For decades, students walking into their first American Sign Language (ASL) class have been greeted by the same distinctive cover of a hand silhouetted against a sunburst. Signing Naturally Units 1-6 (often referenced by its product code, 1011, for the DVD/ebook bundle) is widely considered the "gold standard" of ASL curricula. But what makes this specific text different from a French or Spanish workbook?
Unlike traditional foreign language books that rely on rote memorization of vocabulary lists and verb conjugation charts, Signing Naturally employs a functional-notional approach. This means it doesn't teach you random signs; it teaches you how to accomplish tasks.
If you are stuck, use these three free resources:
