Lesson Plan: Becoming Darth Vader

Essential Questions

• In what ways do we use our voices? 
• How can we embrace and celebrate our differences? 
• How can we build positive and supportive relationships with our peers?

Literature Connection

• Novel: Say It Out Loud by Allison Varnes
• Novel: The Boy Who Made Everyone Laugh by Helen Rutter
• Novel: Finding Langston by Lesa Cline-Ransome

Note to teachers: This article should be handled with sensitivity if you have a student who stutters in your class. We suggest sharing the article with the student in advance, introducing it as an inspiring story about someone who stutters. After the student has had a chance to read the piece, ask how they feel about it and whether they would be comfortable having the class read and discuss it. Listen to any concerns the student has and come to an agreement about whether and how to share the article with the class.

Preview Text Features (15 minutes)

Guide students to locate the article. Preview the text features by asking the following questions:

• Read the article’s title and subtitle (the text beneath the title). Do you know who Darth Vader is? If so, how would you describe his voice? Answers may vary. Students who are familiar with the character might say that he’s a well-known Star Wars character and that his voice is very deep.  
• Read the sidebar captioned “Tips for Talking With Someone Who Stutters.” Which of the tips do you think would come naturally to you? Are there any that you might find difficult? Answers will vary.

Preview Vocabulary (10 minutes)

• Point out the vocabulary box. Read the terms (speech disorder, segregation, migration, accused, scholarship) aloud and discuss their definitions.
• Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

• Set a purpose for reading by telling students that they will find text evidence in “Becoming Darth Vader” that supports ideas about how a person might feel when speaking with a stutter.
• Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
• Tell students that as they finish each section, they should think about how the text features on the page (e.g., photos, captions, and section headings) relate to what they’ve just read.
• Point out the activity at the end of the article and tell students they’ll complete it after reading. Encourage them to keep the Think About It! question at the bottom in mind as they read.

Guide students to read the article. Once they understand it well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

• At the beginning of the section “Life on the Farm,” why do you think the author tells you that James Earl Jones is an actor famous for his deep and booming voice? (author’s purpose) The opening section describes a time when Jones was younger and was struggling with a speech disorder. By letting readers know that Jones is now celebrated for his powers of speech, the author raises questions in the mind of the reader: What changed? How has Jones managed his stutter? These questions might make the reader want to continue reading the article. 
• In your own words, explain why John Henry and Maggie moved their family to Michigan. (problem and solution) In the 1930s, segregation in the South made life difficult for Black Americans. Laws kept Black people from voting or holding many types of jobs. Black kids had to go to different schools from White kids, and these schools were often run-down. The family moved to the North for a better life. 
• When James Earl Jones was young, why did he stop speaking almost completely? (cause and effect) At around age 6, James Earl developed a stutter, a speech disorder that made it difficult for him to say words out loud. Other kids made fun of him for this, and speaking became so uncomfortable for him that he stopped speaking almost completely. 

Critical-Thinking Questions (10 minutes)

• Why do you think the author chose to write about James Earl Jones’s life? What lessons might she hope readers will learn from the article? (author’s purpose) James Earl did not let his stuttering prevent him from achieving his dreams. The lesson we can take away from his story is that no matter what situation you find yourself in, with hard work and support, you can achieve great things. 
• The article states that James Earl’s classmates laughed at him because he stuttered. After reading the article, what advice might you give to someone who treats a classmate this way? (critical thinking) Answers will vary. Students might say that they’d tell the person that their behavior was unkind, that they might be missing a chance to make a good friend, or that they might learn something valuable if they took the time to listen instead of making fun.

• Have students work in pairs to complete the Spotlight Skill Workout: Text Evidence activity. As a class, discuss students’ answers and the Think About It! question.
• Have students work independently to complete our Central Idea and Details Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
• Writing prompt: Imagine that you’re part of a group that’s opening a theater in your city or town. You’ve decided to name the theater after James Earl Jones, and you’re planning to give a speech to explain why. Prepare to write your speech by listing at least three facts about James Earl Jones that make him an inspiration and a role model.