ECRIF Handout

General instructions
This handout will help you to apply the knowledge you got
from the workshop on the platform, all your answers from task 1 and 2 need to be posted on
your Facebook or WhatsApp group from your site. Please identify your document with your
name, it needs to be sent in a PDF format.
Example:
Sololá-Ixchely-ECRIF assignment.

Task #1
Answer the following questions:

1. Why is it important to have a framework to plan a lesson?

Having a framework to plan, makes this task develop in an organized and sequential
way, also the framework helps me to be synthetic and clear and I can visualize how
my lesson will be developed, with different didactic objectives in this case SMART or
ECRIF.

2. Is a framework flexible? If so, why?

Although the framework seems a tool, rigorous and with much structure in its
development, it can be flexible, the creative spirit of the class is proposed by the
teacher who plans looking for the best for his students.

Task #2
Based on the workshop, write down the parts of the story in the correct space to complete
the framework.

E A kid is looking at the bike of his friend, and it is the first time he observes one.

C The kid is observing his friend riding the bike, and he is asking some questions about
how to ride it correctly.

R The kid is recalling all the observations that he did plus the answers that he got from
his friend, but his friend still corrects him in some aspects.

I The kid is recalling all the steps that his friend told him and now, he is making his
own conclusion about how to ride it.

F The kid is riding the bike with no help and trying not to fall.
Task #3
You have received the following courses: “SMART
objectives”, “ECRIF”, “VAKT”. Now, it is time for you to create your lesson plan by using
ECRIF. Your plan should be about the following topic: Wild animals

Lesson Plan Form

Name: Sheny Maria Fajardo Mendez Date: 07/09 /2020_____Level: 4th Grade
Two lessons 80 minutes.
What is your Student Learning Objective for the lesson?
• Students will be able to identify wild animals using different techniques.

By the end of the lesson, SWBAT:

Teach
T Stage er Students will…. Materials/Ai
i will…
m ds

e VAKT
5
Warm up  The teacher  The children AV K
minut enters the sing the song
es classroom that
greets the unconsciousl
children y introduces
and begins them to the
to sing with theme of wild
them the animals
song with
mime from
the jungle
book, the
children
follow the
teacher in
the game (it
may be
some song
or body
exercise
that
mentions
wild
 animals )

15
Encounter  Providing a AVK
min clear  Brainstormin
context g vocabulary.
 Give  Guessing the
students the mimics that
opportunity their
to talk classmates
about a represent.
topic and to
socialize
with
classmates
through
mimicry
games
 The teacher
will give
students the
opportunity
for students
to
differentiat
e wild
animals
from
domestics.
 Thus
evaluating
previous
knowledge
.

15
Clarify  Finding  Expressing AVK
min out what the
students differences
already between wild
know and domestic
 Providing animals from
students his own
with a knowledge.
chance to
peer teach.  Relate the
(Ex. With environment
games to and the
locate the behavior and
environme environment
nts where of wild
animals animals and
develop) how they
 Through differ from
 stories, learn
the English
name of wild
animals,
domestic
animals.
 Through
creatively
narrated
stories
students will
learn the
name of wild
animals in the
English
language.
15
Remember
•Doing choral  Doing choral AVK
min repetition. repetition
•Paying close about wild
attention to problems animals seen
that students may in classes.
have.  Placards of
•Giving students wild and
specific feedback. domestic
animals are
put up in the
classroom
and the
children are
asked in a
playful way
to run where
the requested
children are.
This activity
will serve to
verify that
difficulties or
entrenchment
s of the
subject the
students have.
 Feedback is
given by
masterfully
giving
feedback.
20mi
Internalize  Giving  Students AV
n. students return to the
think time to topic by
get ideas or answering
recall oral questions
preferences. from the
 Allowing teacher.
 students to 
write and
draw on the
subject for
Students draw
evaluation.
and write
 Guide the wild animals
writing of with their
stories about respective
wild names on
animals. their own,
seen in class.
 In pairs the
students
make a story
including the
wild animals
seen in class.
20 Providing a clear The students expose AVK
Fluently use
min. communicative task about wild animals,
that is motivating and they develop their
relevant to students. exposition from the
knowledge acquired in
class, the teacher
makes sure that the
students build their
own exposition on
their own. (This will be
qualified as an
evaluative project)

Notes: