Author: Margaret Arthur (Ghana) | Published on 9 April 2025

 

Read what Margaret says about this activity: 

In typical classroom settings, learners are all expected to have the same outcomes and progress is judged using the same guidelines for everyone. Learners who do not perform up to the set standards fail. This lesson plan demonstrates how to include all learners in assessing language progression in an English Language context, specifically focusing on reading comprehension and vocabulary building skills. By incorporating differentiated instruction and assessment strategies, this lesson plan aims to provide opportunities for all learners to demonstrate their language skills, regardless of their abilities or learning styles.

Stage 1: lead-in (10 minutes)

Prepare a set of 10-15 vocabulary words with varying levels of difficulty as detailed below (e.g., basic, intermediate, advanced).

Write each word on a separate index card or sticky note. These can be colour coded for the level of difficulty and therefore easy to identify during the session.

Basic Words (5)

  1. Field trip (noun) - a trip or excursion taken by a group of people, often for educational or recreational purposes
  2. Museum (noun) - a building or institution where objects of historical, scientific, or artistic interest are preserved and exhibited
  3. Accessibility (noun) - the state of being able to be used or accessed by people with disabilities
  4. Accommodations (noun) - special arrangements or modifications made to help people with disabilities
  5. Inclusion (noun) - the act of including or being included, especially in a group or activity

Intermediate Words (5)

  1. Universal design (noun) - the design of products, environments, and systems that are usable by people of all abilities
  2. Disability (noun) - a physical or mental condition that limits a person's ability to do things
  3. Special needs (noun) - the particular requirements or needs of people with disabilities
  4. Tactile maps (noun) - maps that are raised or embossed, allowing people who are blind or have low vision to read them through touch
  5. Communication (noun) - the exchange of information or ideas between people

Advanced Words (5)

  1. Empathy (noun) - the ability to understand and share the feelings of others
  2. Inclusive education (noun) - education that values and supports the diversity of all students, including those with disabilities
  3. Disability awareness (noun) - knowledge and understanding of the experiences and challenges faced by people with disabilities
  4. Accessible transportation (noun) - transportation that is usable by people with disabilities
  5. Intersectionality (noun) - the idea that different social identities (such as disability, race, and gender) intersect and interact to produce unique experiences of discrimination and marginalisation.

The teachers says:

'We are going to work in pairs, choose your partner now. (wait until pairs are formed). I am going to give you a card with a word on it. Your task is to create a definition of that word. You will have 5 minutes.'

ICQ (Instruction Checking Question)

'Before we begin, who can tell me what they need to do during this activity?'

Shuffle the cards and distribute them randomly to students in pairs. Give students 5 minutes to read the word on their card and write a brief definition or sentence using the word.

As students work in pairs, circulate the room to observe their ability to:

  • Recognise and define the word correctly (High group)
  • Recognise the word, but struggle to define it or use it in a sentence (Medium group)
  • Not recognise the word or struggle to read it (Low group)

After 5 minutes, ask students to hold up their cards and share their definitions or sentences.

Give feedback on meaning and pronunciation where needed.

During this feedback stage, identify students who:
    1. Provided accurate and detailed definitions or sentences (High group)
    2. Provided partial or incomplete definitions or sentences (Medium group)
    3. Struggled to provide any definition or sentence (Low group)

Use this information to group students into high, medium, and low learning ability groups.

The teacher says:

'Great job, everyone! Now that we've explored these vocabulary words, we'll be using them in our next activity. Please stay in your pairs and wait for further instructions.'

Stage 2: reading comprehension (10 minutes)

The teacher says:

'Now we are in our new groups, we are going to explore a reading text. Please take a copy of your text for your group.'

Present text on Diversity and Inclusion to learners.

The teacher says:

'Now that we've explored vocabulary related to diversity and inclusion, it's time to apply our understanding by reading a text on the topic.'

High ability group

'You will receive a copy of the text. Please read it independently and take notes of the main ideas and supporting details.'

Medium ability group

'You will receive a copy of the text. Please read it in pairs or small groups and discuss the main ideas and supporting details.'

Low ability group

'You will receive a version of the text. Please read it in pairs or small groups, and don't hesitate to ask for support from me or our teaching assistant if you need it.'

Support and Guidance

The teachers says:

'As you read, pay attention to vocabulary words we've learned previously. Take notes of the main ideas and supporting details. If you come across unfamiliar vocabulary, try to infer the meaning from context. You have 8 minutes to complete this task.'

READING TEXT FOR HIGH AND MEDIUM ABILITY GROUP

It was a sunny morning, and the students of Mrs. Buabin's class excitedly prepared for their highly anticipated field trip to the local museum. Among them were three students- Kofi, Ama and Kojo- who had spent weeks planning and preparing for this day.

Kofi, who used a wheelchair, had researched the museum's accessibility features to ensure a smooth visit. Ama, who was blind, had memorised the museum's layout and exhibits through tactile maps and audio descriptions. Kojo, who had autism, had created a detailed schedule and checklist to help manage his anxiety.

Despite their extensive preparations, when the bus arrived, the three students were left behind. The bus driver hadn't received instructions to accommodate Kofi’s wheelchair, and the museum's staff hadn't been informed about Amas and Kojo's special needs.

As the bus drove away, Kofi, Ama, and Kojo were left standing alone, feeling disappointed, frustrated, and forgotten. They had done everything they could to prepare, but the lack of inclusion and accommodation had left them behind.

SIMPLIFIED READING TEXT FOR LOW ABILITY GROUP

Kofi, Ama, and Kojo were excited. They were going on a field trip to the museum. Kofi used a wheelchair. He made sure the museum was okay for him. Ama was blind. She learned the museum's map by touch. Kojo had autism. He made a plan to help him feel calm.

But when the bus came, the three friends were left behind. The bus driver didn't know about Kofi's wheelchair. The museum staff didn't know about Ama's and Kojo's needs. Kofi, Ama, and Kojo were sad and frustrated. They had prepared, but nobody helped them.

The three friends felt left out. They wanted to go to the museum with their class. But they were forgotten. They were sad and disappointed.

Stage 3: reading comprehension questions (20 minutes)

Preparation

Have the instructions prepared for each group in advance, then simply issue the paper after your instructions.

The Teacher says:

'Now that you've read the text, it's time to demonstrate your understanding by answering some questions.

First, you will answer some questions in pairs. Then you will have a group discussion on other questions.

After the discussion, each group will share their ideas with the class.

You have 15 minutes in total and then we have 5 minutes to discuss.

Tips and Reminders

  • Listen actively to your group members.
  • Share your ideas and opinions respectfully.
  • Take notes on the ideas shared by other groups.

Let's get started!'

High ability group

In pairs, write your answers to these 3 questions:

  1. What were Kofi, Ama, and Kojo's preparations for the field trip?
  2. What obstacles did they face when the bus arrived?
  3. How did the lack of inclusion and accommodation affect the three students?

Discuss the following questions:

  1. What can be done to ensure that students with disabilities are included in field trips?
  2. How can teachers and staff promote inclusivity and accommodation in the classroom?

Medium ability group

In pairs, write your answers to these 3 questions:

  1. What happened to Kofi, Ama, and Kojo when the bus arrived?
  2. How did they feel when they were left behind?
  3. What can be done to prevent similar situations in the future?

Discuss the following questions:

Now that you've reflected on the experience of Kofi, Ama, and Kojo, let's discuss ways to promote empathy and understanding.

What are some ways to promote empathy and understanding towards students with disabilities?

Low ability group

In pairs, discuss these questions:

  1. What were Kofi, Ama, and Kojo excited about?
  2. What happened when the bus arrived?
  3. How did the three students feel?

Now that you've reflected on Kofi, Ama, and Kojo's experience, let's think about how we can create an inclusive classroom environment.

Discuss the following question:

What are some ways to make sure everyone is included and happy in the classroom?

During Activity Assessment

Walk around the groups and listen, take notes but do not comment.  Observe students' participation in the discussions and note their ability to:

  • Understand the text and answer questions
  • Discuss and analyse the text
  • Promote inclusivity and empathy

Collect students' written answers (High Ability Group) and review them for:

  • Understanding of the text
  • Ability to analyse and discuss the text
  • Use of vocabulary and grammar

Stage 4: writing task (15 minutes)

Prepare the written instructions for each group in advance. Issue them to each group after your instructions.

The teacher says:

'Now that we've explored the importance of inclusion and accessibility in our society, it's time to demonstrate your understanding of these concepts in writing.

Each group will have a set of instructions to guide you.

If you need help at any time, let me know.'

During the writing task, circulate around the room to provide guidance and support as needed.

Prepare the written instructions for each group in advance. Issue them to each group after your instructions.

The teacher says:

Now that we've explored the importance of inclusion and accessibility in our society, it's time to demonstrate your understanding of these concepts in writing.

Each group will have a set of instructions to guide you.

If you need help at any time, let me know.

During the writing task, circulate around the room to provide guidance and support as needed.

 High ability group

Please write a short paragraph (approximately 100-150 words) that incorporates at least 5 vocabulary words from today's lesson. These words include:

  • Inclusion
  • Accessibility
  • Disability
  • Accommodation
  • Modification

In your paragraph, be sure to:

  • Clearly define one of the vocabulary words
  • Provide an example of how it is used in real-life situations
  • Explain why it is essential for creating an inclusive and accessible environment

Tips and Reminders

  • Use proper grammar, spelling, and punctuation
  • Use transitional phrases to connect your ideas
  • Be creative and provide unique examples

Grading Criteria

Your paragraph will be assessed on:

  • Accuracy and proper use of vocabulary words
  • Clarity and coherence of writing
  • Depth of understanding and analysis of the concept

Medium ability group

Complete the following sentences using vocabulary words from the lesson:

  1. The school made _______ (accommodations / modifications) to ensure that students with disabilities could participate in the field trip.
  2. The teacher used _______ (inclusive language) to describe the students with disabilities in the class.

Instructions

  • Choose the correct vocabulary word to complete each sentence.
  • Use simple sentences and basic sentence structures.
  • Make sure your sentences are grammatically correct.

Tips and Reminders

  • Review the vocabulary words from the lesson.
  • Use the context clues in the sentence to help you choose the correct word.

Grading Criteria

Your sentences will be assessed on:

  • Accuracy and proper use of vocabulary words.
  • Grammatical correctness and clarity of sentences.

Low ability group

Note for teacher: Provide students with a picture description task that requires them to use basic vocabulary and grammar concepts taught in the lesson. Show the picture related to inclusion and accessibility, e.g. a wheelchair ramp, a sign language interpreter

Task

  • Imagine you are describing this picture to a new student who has just joined our class. Describe the picture to them using basic vocabulary words.

Picture

Instructions

  • Use basic vocabulary words like big, small, happy, sad to describe what you see in the picture.
  • Try to use simple sentences to describe the picture.

Example

  • You can see a big ramp in the picture. It's for people who use wheelchairs.

Tips and Reminders

  • Look carefully at the picture and describe what you see.
  • Use your own words to describe the picture.

Grading Criteria

Your description will be assessed on:

  • Use of basic vocabulary words
  • Clarity and simplicity of sentences

Stage 5: feedback (5 minutes)

Ask students to take a few minutes to reflect on what they learned during the lesson.

Feedback Questions

'What did you learn about inclusion and accessibility in education today?

How did the lesson help you understand the importance of inclusion and accessibility?

What would you like to learn more about in future lessons?'

Assessment

Observe students' participation during the feedback

Use the feedback to inform future lessons and make adjustments as needed.

Stage 6: optional follow up / extension activities

High ability group

  • Ask students to create a short skit or role-play that demonstrates their understanding of the vocabulary and grammar concepts taught in the lesson.
  • Encourage students to use complex sentences, subordinate clauses, and relative clauses to describe a scenario related to inclusion and accessibility.

Medium ability group

  • Ask students to create a short comic strip or cartoon that illustrates a scenario related to inclusion and accessibility.
  • Encourage students to use basic sentence structures and vocabulary words from the lesson to caption the comic strip.

Low ability group

  • Ask students to create a short sentence or phrase that describes a picture related to inclusion and accessibility.
  • Encourage students to use basic vocabulary words and sentence structures to describe the picture.
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