Lesson Plans



Lesson Guide

Early Years to Grade 12


This Lesson Guide is intended to help teachers and other adults working in classrooms with students to get the most from the model lesson plans. These plans are meant to demonstrate ways that Accessibility Awareness can be built into lessons to meet curriculum expectations while increasing awareness of accessibility issues and attitudinal barriers. They are designed to offer flexibility:

  • The plans can be implemented “as is”
  • Sections of the lessons can serve as stand-alone learning activities
  • The plans can also provide a template for teachers who wish to create their own lesson plans to suit their students and the topics they are covering

Lesson planning should always reflect and address the interests, skills, learning styles and needs of students in the class.

What to Look For in the Lesson Plans

  • Every plan begins with a summary that will give you an overview of the content and, in most cases, the skills that will be developed.
  • Accessibility Awareness messages are clearly stated as the Big Ideas of the lessons.
  • Considerations for Program Planning and Community Connections will assist educators to teach Accessibility Awareness in an effective and inclusive way.
  • Overall curriculum expectations taken directly from Ontario curriculum documents are listed for each lesson or unit.
  • The Instructional Components and Context section includes general information about the co–creation of Learning Goals and Success Criteria, as well as reference to differentiated instruction and assessment.
  • The Readiness, Terminology and Materials and Equipment sections are specific to the particular lesson or unit.
  • Lesson plans follow a three-part format: Minds On, Action and Consolidation.
  • There are suggestions for Assessment for Learning and Assessment as Learning for each lesson.
  • Every lesson ends with a section called Teacher Reflection, intended to help teachers and other classroom-based staff improve the ways they embed Accessibility Awareness into the classroom culture, learning activities and conversations, and how they can advocate for Accessibility Awareness with their colleagues and members of the community.

A Note about Assessment

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 emphasizes that effective planning of assessment and instruction begins with knowing the students and considering their strengths and needs. Teachers are encouraged to select or create assessment strategies that are appropriate for their students, since these lessons were written with typical but imaginary classes in mind. Assessment of Learning suggestions are not included in the lessons in this package since the lessons are not intended to be summative. Please see Learning for All: A Guide to Effective Assessment and Instructions for All Students, Kindergarten to Grade 12 and Growing success: Assessment, Evaluation, and Reporting in Ontario Schools, First Editions, Covering Grades 1 – 12, 2010 for more information.


Resources that Support the Lessons

Many of the lessons are based on Canadian children’s or young adult books that look at ability and disability from a strength-based perspective. Others refer to film clips from the National Film Board of Canada. Resources from the National Film Board of Canada are available to all Ontario schools at no cost. In some lessons, specific equipment, materials or books are suggested. However, lessons can easily be adapted to use the equipment, materials and books that teachers have in their classrooms, schools or communities.

There is an extensive list of useful websites, children’s literature, teachers’ resources, community organizations and other useful sources of information related to the lessons in the Accessibility+ hub of the website.


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