Reading in the Content Area

Reading in the Content Area

Title: The Game of Go

Subject(s): Mathematics, Social Studies

Intended Grade Level: Fifth grade

Description: In this unit, students practice locating coordinates, considering combinations, estimating area by learning and playing the game of Go. They will study the history and culture of the game as it is played in Asia. They will read informational text about the game, and entertaining text in graphic novels. (mangas)

This unit is meant to be used in half hour segments during "A day" team meetings when the regular classroom teacher is out of the room.

MSDE Core Learning Goals:

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

C. Numeric and Graphic Representations of Relationships

1. Locate points on a number line and in a coordinate grid

Standard 3.0 Knowledge of Measurement

B. Measurement Tools

1. Measure in customary and metric units

1. Select and use appropriate tools and units

C. Applications in Measurement

1. Estimate and apply measurement formulas

1. Determine perimeter

2. Determine area

Standard 7.0 Processes of Mathematics

A. Problem Solving

1. Apply a variety of concepts, processes, and skills to solve problems

6. Identify alternative ways to solve a problem

7. Show that a problem might have multiple solutions or no solution

8. Extend the solution of a problem to a new problem situation

B. Reasoning

1. Justify ideas or solutions with mathematical concepts or proofs

1. Use inductive or deductive reasoning

2. Make or test generalizations

C. Communication

1. Present mathematical ideas using words, symbols, visual displays, or technology

D. Connections

1. Relate or apply mathematics within the discipline, to other disciplines, and to life

Materials/Hardware/Software: Besides those listed with activities, television, DVD player, overhead projector or document camera

Concept Statement: Mathematics and Social Studies can be part of interesting recreation. We can use the disciplines that we have studied in formal classroom environments to enjoy our free time and understand cultures different from our own.

Procedures:

Session 1. Students will watch the first episode of the anime "Hikaru No Go" in which a boy releases an ancient ghost by rubbing a wooden game board.

This will give them background for the characters origins and motivations.

Point out that certain class members are already reading magazines that contain episodes with these characters.

(Between activity periods). Teach select students the very basic rules of the game.

Session 2. Show students the rules in three ways.

1.Hand out directions for How to Play Go (published in second manga in the Hikaru No Go series.) Read and discuss.

Making Connections

Students connect their background knowledge to the text they are reading. Relate the game of Go to Tic Tac Toe. Both are two-person games of "no chance" played on grids.

Focus Questions:

Compare Go to Tic Tac Toe. How is Go like Tic Tac Toe? How is it different?

Each point on a Go board can be described with coordinates. What have you studied this year that can also be described with coordinates? Compare these things to Go coordinates.

2. Have select students demonstrate using the overhead projector (or document camera (if available) Clear glass stones can be used to represent white stones.

Visualizing

Focus Questions:

Where does black need to move a stone in order to capture one or more white stones? Who do you think is winning at this point?

3. Show real-life Go professional (woman) teaching grade school-age children ( These short Go lessons are available on the Hikaru No Go DVD.)

Session 3. Students will play the Capture Game (a simplified Go game with a smaller board, each game takes less time than a regular Go game)

Introduce vocabulary words.

Goban – the board,

"Atari" – "your stones are in danger of being captured" ,

Extend – create a line of stones,

"dead" stones – stones about to be captured,

"Onegaishi masu" – a greeting before the beginning of the game

Comment on good examples of etiquette. (Reward with a clear stone)

Leave flashcards in the room for recess activities.

Session 4. Explore the history of the game of Go.

Parts of this lesson are adapted from the suggestions of Susan Weir at her http://www.usgo.org/resources/Michigan/indgo.html website.

1. Pre-reading strategy - Flash media program (see reference below) This program duplicates one of the readings.

If possible I would have students run the computer. Students should also write any difficult vocabulary words in their notebooks.

2. timeline activity -The class participates physically in setting up a number line extending from present day to 2000 BC. Students will mark dates on the timeline with art images from Western culture at that time.

Distribute calculators to two students. Distribute pictures of artworks (see table) to several students.

Have a volunteer hold the tape measure.

Have the volunteerπs age represent one inch.

Sample script

" One inch equals 10 years. Think of yourselves as one inch oldä

"... we'll walk backwards in time a little... To 1948, when I was born. How many inches? [Give two students calculators to work the algorithm which is written on the overhead projector by another student.]

2007-1948 = X

10 years = 1 inch

X/10 is how many inches to Mrs. Bradyπs birth?

"... that's around 6 inches on the time scale [pull out the tape to 6"]. Now our country, the U.S., is a little over 200 years old. Whoπs got a picture of George Washington? Let's pull out the tape measure to 20", or almost two feet. Now that's a ways of time, but Go is much older than our country.

...

Now let's go back even further. How about to when Chistopher Columbus landed his ships on the new world? That was in 1492, or about 500 years ago. Whoπs got a picture of a conquistador on horseback? Let's pull out the tape measure to 50 inches, or about 4 feet. Go is still way older than even the discovery of the new world.

...

Let's go back further, can you imagine about a thousand years? This was before a lot of what we think of as European culture had even developed. 1066 was the Battle of Hastings when William the Conqueror took over England.

How many ten year inches go back to 1066?

2007 – 1066 = 941/10 = 94.1

How many feet is 94.1 inches?

94.1/12 = about 8 feet

Whoπs got a picture of a sword of battle, for the battle of Hastings?

Go is still way way older. Let's go back to the Roman Empire, the beginning of the Common Era, that's two thousand years ago - now we can pull the tape measure out 17 feet. And weπll mark it with a picture of a boy in a toga.

Go is still MUCH older. Let's go back another 400 years, during the height of Greek culture, and Plato. Letπs mark that with a Greek bas relief from the first days of democracy. This brings our measure out to 20 feet - wow. Go is still way older. Another 600 years to the very beginning of Greek culture. Letπs mark it with a vase with a Mediterranean sea creature on it. Continue is in this way till you get to around 2000 BCE, the days of the Mesopotamian culture in what is now Iraq. That is how old the game may be. the tape will end out being out around 33 feet. "

I would not (could not!) memorize the above speech, but here is a table for reference.

Student born	1997	Ten years		One inch
Mrs. Brady born	1948	59 years		About six inches
USA born	1776	231	George W.	About 2 feet
Columbus	1492	515	Armor on horse	About 4 feet
Battle of Hastings	1066	941	Battle sword	About 8 feet
Roman empire	33 AD	1974	Boy in toga	About 16 ft.
Greek democracy	400 BC	2407	Marble bas relief	About 20 ft.
Pre-Greek culture	1000 BC	3007	Mediterranean vase	About 25 ft.
Mesopotamia	2000 BC	4007	Babylonian clay head	About 33 ft.

Point out that the dates and images reflect Western recorded history. Suggest that today the students will be looking at Asian (oriental) historical dates to understand the oriental origins of the game of Go.

Reading Activity

Students will be working in small groups to bring together a variety of information about the history of the game of Go. They will discuss similarities and differences in historical accounts and make suggestions as to why they differ.

Determining Importance

When students are reading nonfiction they have to decide and remember what is important from the material they read.

Students will be building a timeline for the history of the game of Go. Thatπs about 4000 years! So they will have to pick out dates to put on the timeline. They will also have to choose between legend and verifiable information.

Focus Questions:

How do we know this is fact? Could this be true? (Is it realistic or fanstastic) Why are there more details at the end of the timeline closer to today? Why donπt we know more about how the game was played 2000 years ago?

Several text sources will be used. Less able readers will have the opportunity to select sources

Session 5. Students will watch the second episode of the anime.

Session 6 and 7. Discussion of character development.

Show later episode of anime to see if/how characters have changed.

Inferring

Students make inferences about text they are reading to interpret meaning and develop deeper understanding.

There are many places in the manga Hikaru No Go where the a characterπs motives and feelings will need to be discussed. Different characters have different approaches to the game of Go.

Making Connections

Students may wish to compare their own approaches to games they play in PE and outside of school.

Focus Questions:

How does Hikaru feel about the game of Go? What in the text tells you he feels this way? What in the drawing tells you he feels this way? Do his feelings change as the story progresses? Why do you think Hikaru is playing without Saiπs help? If you have been playing Go during these past few weeks, how has your playing changed?

Session 8: Introduce the larger game and discuss proverbs

Synthesizing

Students weave together what they read and their own ideas into new complete thoughts.

There are many proverbs based on the game of Go. After reading and interpreting given proverbs, students may create their own proverbs from their Go playing experience. Have students draw a proverb from the collection below. Allow them a few minutes to think about it. Then allow volunteers to share the proverbs they understand. Many will not be understood! Have students draw a second time to see if they can find an easier proverb. Let students create a small poster with proverbs they understand, or create one of their own.

Focus Questions:

As you play Go do you find the etiquette useful?

Do you try to hold your stones a certain way? Does it make any difference in the outcome of the game? (no) Then why do you do it?

When you play a game, what besides winning is also important?

Do you find that you sometimes have to sacrifice your stones to gain an advantage over all?

Have you ever lost a game but enjoyed it anyway? Why is that?

Could these proverbs be useful in a game of baseball, soccer, basketball, football, matball, doctor/doctor? (games played in PE)

Proverbs:

Those who are good at winning, don't usually fight.

zhang, 1078 AD

Never be too sure about your plan, and always doubt your ability to kill your opponent's stones.

zhong-pu liu, 1078 AD

Fighting must not be the key to go, it should be reserved as your last resource.

zhong-pu liu, 1078 AD

In opponents' sphere of influence, avoid sharp conflict, don't move too deep

Otake Hideo, 9p

Everything happens on a grid-engraved board with black and white pieces, but if that's all you see then you don't know Go.

Audouard, Pierre

The game plays itself, the players don't control it.

Audouard, Pierre

There are possible things, impossible things, and things that happen.

Sometimes things happen that were impossible.

Audouard, Pierre

Territory really exists only in the end.

Audouard, Pierre

There are players who clack down ridiculous moves. Certain others place their moves with crisp, dry contact, like bones cracking. Still others drop their stones with a soft sound.

In the sound of the stone your can hear its purpose.

Audouard, Pierre

You have to like to win, and to learn to recognize the errors that gave you the victory.

Audouard, Pierre

The ax's handle rots while the mind lives to the rhythm of the stones.

Audouard, Pierre

Beginner's games are surprising, often incoherent and incomprehensible. When

you improve, your game gains in consistency but flirts with stupidity: you become satisfied with truisms and mechanical movements, you try to obtain a feeling for clearness and style the easy way.

Audouard, Pierre

Every move brings change.

Audouard, Pierre

There is a time for doing things.

Audouard, Pierre

It is difficult to know exactly what you are doing.

Audouard, Pierre

Turn, turn, turn!

Taylor, Bill

Don't reduce your own liberties.

Taylor, Bill

Don't defend - extend!

Taylor, Bill

Keep your own stones connected, and your opponent's apart.

Taylor, Bill

A basic: Don't push too hard.

jansteen

Play slow, win slow; play fast, lose fast -- anonymous

Do not make moves that strengthen your opponent! -- anonymous

Only amateurs try to come up with fancy moves -- anonymous

Defend weak groups, not strong groups -- anonymous

Don't get surrounded! Ever! -- anonymous

The simplest move is the best move -- anonymous

Five liberties for tactical stability -- anonymous

Be a little patient. -- anonymous

Conservative and slow will win. Believe it! -- anonymous

Make your own groups strong first, then attack -- anonymous

The book says don't fight (The pen is mightier than the sword). But what else

can be expected from a book (written by a pen)? -- anonymous

On the second line six die, eight live -- anonymous

On the third line, four die, six live -- anonymous

In the corner, five stones in a row on the third line are alive -- anonymous

Six eyes in a rectangle are alive -- anonymous

If a formation is symmetrical, play at the center -- anonymous

Against three in a row, play right in the center -- anonymous

Capture what you cut off -- anonymous

If you have lost four corners, resign -- anonymous

If you have won four corners, resign -- anonymous

The strong player plays straight, the weak diagonally -- anonymous

Win the stones, lose the game -- anonymous

Sacrifice small to take large -- anonymous

Corner, side, centre -- anonymous

The second line is the line of defeat, the third line is the line of territory, and the fourth line is the line of influence -- anonymous

The rectangular six is normally alive -- anonymous

Stop on second, extend on third -- anonymous

Atari, atari is vulgar play -- anonymous

Keep inessential ataris till the end -- anonymous

Big groups never die -- anonymous

The L-group is dead -- anonymous

Don't overlook the edge of the board -- anonymous

Don't disturb symmetry -- anonymous

Attack two weak groups simultaneously -- anonymous

With only one group, you will win -- anonymous

One big eye kills one small eye -- anonymous

Seek small gains but incur big losses -- anonymous

Don't be greedy! -- anonymous

Optional activity: If there are funds to buy each student a copy of the first manga in the series

Student teams can research and record the patterns used in writing the plot. Teams could be assigned individual chapters.

Inferring

Focus Questions:

What is the title of each chapter? [game 1, game 2, etc.] Why did the author choose those titles? (make a chart) Why does Hikaru play in chapter 1? Why does Hikaru play in chapter 2? ... etc. for each chapter.

Summative Assessments

1.Brief constructed response

Content Standard

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

C. Numeric and Graphic Representations of Relationships

1. Locate points on a number line and in a coordinate grid

Student Task AppleMark

You are white and it is your turn.

What would be a good move? Use coordinates to describe your move.

Scoring

Answers will vary.

The location of the stone is described in coordinates. 1 point

Why did you choose the move you did?

If the answer describes what the move accomplishes in position, or in blackπs situation, 1 point

Where do you think black will move after your move?

If the location is described in coordinates, 1 point.

2. Extended constructed reponse

Content Standard

General Reading Comprehension

Develop and apply comprehension skills through exposure to a variety of texts, including traditional print and electronic texts

Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background

Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

Use strategies to demonstrate understanding of the text (after reading)

Connect the text to prior knowledge or personal experience (MSA)

Student Task

Choose one of these proverbs. Pretend that your friend has never played Go, Write a paragraph explaining what the proverb means.

Play slow, win slow; play fast, lose fast

-- anonymous

Five liberties for tactical stability

-- anonymous

Atari, atari is vulgar play

-- anonymous

Conservative and slow will win. Believe it!

-- anonymous

Scoring

The question is restated. 1 point

Complete sentences are comprehensible. 1 point

The proverb is restated, then paraphrased. 2 points

An example is given as an illustration. 1 point

3. Extended Constructed Response

Content Standard

General Reading Comprehension

Develop and apply comprehension skills through exposure to a variety of texts, including traditional print and electronic texts

Identify and explain what is not directly stated in the text by drawing inferences

Student Task

Describe the transformation of Hikaru Shindu. In your response, describe what Hikaru was like at the beginning of the manga series. Compare him later in the manga series. Describe how did he changed. Describe events that made him change.

Scoring

Attributes of the story character in the beginning of the series should include that he was a poor student, he depended on the ghost for answers and strategies, and he had no enthusiasm for playing Go. 3 points

Hikaru becomes more independent and more enthusiastic about playing Go. He enters a school to study Go intensively. 3 points

Events that made him change are having the ghost talking to him, meeting other kids who are enthused about Go, and his finding out that he has a special talent for the game. 3 points

4. Brief Constructed Response

Content Standard

General Reading Comprehension

Develop and apply comprehension skills through exposure to a variety of texts, including traditional print and electronic texts

Identify and explain what is directly stated in the text

How can you get information and learn from a fiction story? What does the author of Hikaru No Go teach you about the game of Go? In what ways does she teach you?

Scoring

The characters and events describe realistic situations such as how the game is taught, what the etiquette is, how tournaments are run, etc. The character is learning, so the reader learns as well. Text features include sidebars that describe the rules of the game. There are illustrations of people playing Go. 4 points

The assessments above will help students "practice" skills and strategies needed to succeed on high-stakes assessments by providing opportunities for discussion and feedback concerning writing responses.

Submitted By: Cathlene Brady, Administrative Assistant, Wicomico County, Pittsville Elementary/Middle School

Email: cbrady@wcboe.org