We're inundated with multiple versions of the same things in all kinds of categories, all the time. Something old is new again, and effective ideas just cycle through the system. It lends itself perfectly as a way to continue practice with RI.5.5 comparing and contrasting ideas, while using old and new adaptations of the same concept.
I take a class poll:
"How many of you like to see more than one version of something? For instance, different versions of the same story (Cinderella,) or the same movie (Freaky Friday,) etc." As I pose this question, one boy brings up the idea of version upgrades, such as iPad and iPad Air, XBox, and the many generations of iPhones. What a wonderful and accurate contribution!
Next, I have them pull out a piece of scrap paper and write a list of things that have different versions. We next compile our ideas onto the Smart Board.
I then ask which they tend to like better. The various examples center into some categories. The comments are quite enthusiastic. As far as technology upgrades it's a resounding, "THE NEW ONES!" With books: "It doesn't really matter," and about the movies, "I know there are two, but I've only seen one," or "My mom showed me the old Parent Trap, but I didn't like it better." One of my favorite answers is, "I like reading a Biography and Autobiography because it's about the same person, but probably different versions of them." More fabulous thinking! On their personal lists other interesting things come up, too. For example- different versions of shoes, cars, football teams.
After this lively discussion, it's time to pass out the two different lyrics of, "Let it Go" and have them highlight any differences they see (Comparing the Lyrics). They're surprised that there actually are any differences because as one student put it, "I just never thought about it before!" "Let it Go" lyrics Idina Menzel and "Let it Go" lyrics Demi Lovato
I pass the Double Bubble Maps/Venn Diagrams to the class. They have been copied back-to-back so the kids have both methods of comparing and contrasting. I tell them I will be playing each of the two versions, and they're to use the Double Bubble Maps or Venn Diagrams while they listen. They'll experience audio first, then video.
With the "Frozen" CD ready to go, I purposely play the Idina Menzel version first (Working on the Double Bubble after audio of songs). This is the power ballad of the movie. The kids work on their comparison page. Next, I play the Demi Lovato version, which is a cover of the song, and the kids write comparisons and contrasts (Double Bubble of audio). On a separate page they cast their vote for which of the two they favor.
They now listen again, but this time they're watching the video. They flip the paper over, and compare again using the other method (Watching the video).
The kids compare and contrast these as they listen. Venn Diagram after the Videos
They write a 1/2 to one page persuasive essay to convince others to agree with their choice.
They're each invited to share their opinions, Expressing her opinion about the song versions, and not surprisingly, all girls volunteer Strong opinions! most likely due to the movie's popularity with girls.
The kids come forward to the Smart Board when they finish their persuasive essay, and vote for the version they prefer. As it turns out, Idina Menzel edges out the Demi Lovato version 19 to 10 (Results of our Comparison: 19 Idina, 10 Demi). I have to admit that I agree with the majority!
Now that the kids have had the chance to compare the two versions they're familiar with, I treat them to one final version, just for fun. This is the multi-language adaptation.
The countries represented are listed at the bottom as they occur. It's fun to hear this familiar song sung in such a clever way. All of the twenty-five languages included are sung by different singers. This is amazing because it truly sounds like it could be the same person. The Multi-Language Version was fun There is certainly another lesson idea in here, not to mention the opportunity to compare and contrast audio with video, but for today, we've taken it as far as I want.