1

Long-Term Plan Project (LTP):

passerine and the Fanfiction World in Learning Spaces

Cynthia Riley

Department of Integrated Studies in Education, McGill University

EDSL 330: Literacy 1 – Teaching Reading in ESL

Professor Terry Price

April 15, 2022

art by cyno !! [@ccynosaur]

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LTP: passerine and the Fanfiction World in Learning Spaces

Factual Information

Name of teacher: Cynthia Riley

Duration of unit plan: 10 seventy minutes-long lessons throughout the month of April 2023

Grade and level of students: Grade 11 Intermediate Enriched ESL students

Description of students:

This class’s group consists of twenty-one grade eleven (secondary five) ESL learners. The
public school in question is situated on the south shore of Montréal, in an anglophone
neighbourhood of a majorly francophone suburb. Although most students’ first language (L1) is
French, since they are considerably advanced in English (L2), students are in an enriched ESL
environment. They excel in speaking and listening tasks, but seem to struggle in writing and
reading skills-focused evaluations. Moreover, learners have difficulty pinpointing aesthetic and
underlying elements from a given text, and positioning themselves on specific morally
ambiguous issues.

Therefore, this specific lesson plan will permit students to reflect on their ongoing reading
journeys, and to get familiar with the upcoming end-of-term project. Throughout such an
extensive reading unit, students will be expected to create a digital portfolio. Learners’ portfolios
will act as logs, or personal journals, and will ultimately form ongoing and autonomous formative
assessments. Such portfolios will feature reflections concerning chapters of the text analyzed
(i.e., the fanfiction passerine) and documents completed during in-class activities. The in-class
activities will majorly be based on the themes and concepts introduced during numerous short
presentations (e.g.: fanfictions in classroom environments, etiquette on how to appropriately
interact with fan works, etc.). The various handouts featured in students’ portfolios will help them
conduct two summative assessments: a ~250-300 words-long short essay in which they will argue
for or against one of passerine’s characters’ actions (set during lesson VII), and a lengthy
reflection that will display the development of their knowledge during the unit and a draft of their
ideas for their end-of-term project (set during lesson X). The establishment of a clear and strong
 3

opinion, and the portrayal of imaginative and creative ideas will be evaluated through both
assessments. Lastly, through their interaction with numerous text types (e.g.: essays, academic
articles, book chapters, blog posts, online articles, musicals, short animated films, etc.), students
will be able to pinpoint key elements from both form and content throughout the long-term plan.

Related content/Essential knowledge:

Culture

Sociolinguistic Aspect
o Explores communication conventions from English-language cultures

Language Repertoire

Functional Language
o Sharing Information
▪ Expresses interests, tastes and preferences and asks about others’ interests,
tastes, and preferences
▪ Agrees/disagrees and asks about others’ agreement/disagreement
▪ Identifies, describes, and asks about events, experiences, ideas, issues
▪ States opinions and asks for others’ opinions
▪ Supports opinions and asks others to support their opinions
o Using the Response Process to construct meaning of texts with others
▪ Shares understanding of the underlying meaning of texts when exploring
texts with others
Vocabulary
o Uses targeted vocabulary related to issues inspired by the broad areas of learning
o Uses targeted vocabulary related to the development of the cross-curricular
competencies
o Uses targeted vocabulary related to the response, writing and production
processes
o Uses targeted vocabulary related to texts
Language Conventions
o Grammar
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▪ Uses knowledge of targeted mechanics to construct meaning of texts

▪ Uses targeted mechanics to write and produce texts
▪ Uses knowledge of targeted grammatical structures to construct meaning
of oral and written messages
▪ Uses targeted grammatical structures to express oral and written messages
Reflecting on Language Conventions
o Uses various means to reflect on acquisition and use of targeted language
conventions

Processes

Response Process
o While listening, reading, and viewing
▪ Identifies important details of texts
▪ Determines overall message of texts
o After listening, reading, and viewing
▪ Answers guiding questions individually and expands on prompts that deal
with the underlying meaning of texts
▪ Shares understanding of texts with others to verify, adjust and deepen
understanding
o Establishing a personal connection with the text phase
▪ Answers guiding questions individually and expands on prompts to make
personal connections with texts
▪ Shares personal connections to texts with others to deepen understanding
o Reflecting on use of Response Process
▪ Uses various means to reflect on use of Response Process

Texts

Text Types
o Explores a variety of literary, popular, and information-based texts
o Identifies text types and text forms when preparing to listen to, read, and view a
variety of texts
Text Components, Language Register, and Audience
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o Applies knowledge of text components, language register and audience to write

and produce a variety of texts
Text Features
o Compares texts based on their text features
o Applies knowledge of text features to write and produce a variety of texts
Reflecting on Knowledge of Texts
o Uses various means to reflect on knowledge of texts
Name of the teacher Cynthia Riley
6
Title of lesson I Embarking on New Trajectories: What is Grade Grade 11 (Sec. 5)
Fanfiction? level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Constructs meaning of the message
Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Solves problems
Uses creativity
Cooperates with others
BAL
Media Literacy
Evaluation Criteria:
No summative assessments will take place during this lesson
Students will be formatively evaluated throughout this lesson’s activities
Students’ active participation will be observed (i.e., during the Introductory and the
Analysis activities, during the presentation, etc.)
Students’ collaboration skills will be observed (i.e., during the Introductory Activity)
The addition of students’ notes to their portfolios will be required for the following
lesson
Learning Objectives General Objectives:
Students will get more familiar with the fanfiction world (i.e., its works, its terminologies,
etc.)
Students will get more familiar with the essay structure while reading and analyzing
Fesenmeier’s work
Specific Objectives:
Students will better comprehend the world of fanfictions, especially its fandoms, and
the impact such fandoms have on Internet communities
 7

Students will better grasp the structure associated with essays, specifically thesis
statements
Students will further develop their notetaking and analyzing skills
Resources Cowley, J., Lunny, J., Prentice, N., & Waseem, S. (n.d.). Classroom activities. Fanfiction for
literacy [Google Sites]. https://sites.google.com/a/ualberta.ca/fanfiction-for-
literacy/resources/classroom-activities

Fesenmeier, D. J. (2015). Legitimacy of fan fiction. Line by Line: A Journal of Beginning Student
Writing, 1(2), 1-11

Required/Materials &
Aid Computer
Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation
Four fanfictions (including their corresponding summaries, tags, and
reviews/comments) for the Introductory Activity
Handout for the Analysis Activity

Problems & Solutions Conflict erupts in one and/or many teams: The educator could separate students and
rearrange teams. If conflicts do not stop, students could be expulsed from the
classroom, or could be asked to work alone at their respective desk.
Students are not on task: The teacher could remind them that this lesson serves to help
them understand the world of fanfictions, so that the upcoming lessons, as well as the
analysis of passerine, make more sense to them. Thus, paying attention and being
actively participative should be mandatory.
Schedule Introductory activity on fandoms [25 minutes]: The whole class group will be divided in
four teams. Each team will receive a fanfiction associated to a specific media type (i.e.,
book series, video games, TV shows, movies, etc.). Throughout a thorough and
collaborative analysis, students will summarize the work in question, rate the piece
based on its reviews, find a helpful review, and provide suggestions for improvement
(please note that such an activity was directly taken from the Fanfiction for Literacy
website).
Lecture-like presentation on fanfictions [20 minutes]: The instructor will conduct a
presentation on fanfictions, specifically elaborating on vocabulary items (e.g.: onsehot,
 8

alternate universe [AU], canon, etc.), historical facts connected to the fanfiction world,
important platforms (e.g.: Archive of Our Own [AO3], Wattpad, LiveJournal, etc.), and
stereotypes associated with fanfiction readers and writers.
Analysis Activity [25 minutes]: Following the introductory activity and the presentation
on fanfictions, learners will get the opportunity to examine a paragraph from
Fesenmeier’s essay. Students will be expected to individually go over the text and
identify the important parts associated with the structure of an essay paragraph.
Homework Complete the reading of Fesenmeier’s essay for the following lesson
Add the notes taken during the Introductory and the Analysis activities to the portfolio
Name of the teacher Cynthia Riley
9
Title of lesson II Issues in the Fanfiction World (Ethics, Legal Grade Grade 11 (Sec. 5)
Spaces, & Communities) level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Constructs meaning of the message
Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Exercises critical judgement
Uses information and communications technologies
Cooperates with others
Communicates appropriately
BAL
Media Literacy
Evaluation Criteria:
No summative assessment will take place during this lesson
Students will be formatively evaluated throughout this lesson’s activities
Students’ active participation will be observed (i.e., during both presentations, during
the Think-Pair-Share Activity, during the group discussion, etc.)
Students’ collaboration skills will be observed
Students’ communication and debate skills will be observed
The addition of the handout associated to the Think-Pair-Share Activity will be required
in the portfolio
Learning Objectives General Objectives:
Students will be more familiar with the concept of content/trigger warnings
Students will be more familiar with the legal issues associated with the creation of
fanfictions and parodies
Learners will get introduced to the world of passerine through the viewing of a short
animated film
Specific Objectives:
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Learners will understand that trigger/content warnings have relevancy, and are
necessary in certain contexts (specifically when analyzing literary works in learning
environments)
Students will understand that specific fair uses allow or prohibit the presence of
fanfiction works throughout Internet spaces
Learners will grow more anticipating concerning the reading experience and analysis
of passerine
Resources AO3’s tag system, from: AO3. (n.d.). Archive of our own. Archive of our own.
https://archiveofourown.org/

Bruns, C. V. (2021). Stinging or soothing: Trigger warnings, fanfiction, and reading violent texts.
The Journal of Aesthetic Education, 55(3), 15-32

Fesenmeier, D. J. (2015). Legitimacy of fan fiction. Line by Line: A Journal for Beginning Student
Writing, 1(2), 1-11

Lipton, J. D. (2020). Specific fair uses: Parody, fanfiction, and educational use. In Law and
authors: A legal handbook for writers (pp. 80-97). University of California Press. https://doi-
org.proxy3.library.mcgill.ca/10.1525/9780520972247-007

MSGO Creations [Username]. (2021, September 18). Экранизация «Passerine» - Первая глава |
DreamSMP Minecraft original serial | MSGO Creation [Video]. YouTube.
https://youtu.be/NHyELqU6Diw?t=14

Required/Materials &
Computer
Aid
Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentations (x2)
Tags (content and trigger warnings on slips of paper)
Handout for the Think-Pair-Share Activity

Problems & Solutions Students are lost during the Think-Pair-Share Activity: The educator will make sure that
all students understand the guidelines before conducting the activity. Additionally,
they will frequently circle throughout the room to monitor students’ participation and
progress. Thus, they will be able to respond to learners’ inquiries and concerns.
 11

Students do not necessarily comprehend the utility of content/trigger warnings, even

after the educator’s presentation on the topic: During the discussion, the teacher could
provide authentic, ‘real-world’-centered examples to further demonstrate why and how
to use content/trigger warnings. Students could also comment on them and voice their
thoughts on the topic in the conversation at hand.
Schedule Quick review of the previous lesson’s homework [10 minutes]: The instructor will first
return to the previous lesson’s homework and quickly summarize its content, thus
connecting both classes together. A short class discussion on the topic of the
legitimacy of fanfiction, as well as the essay’s structure and important elements, will
ensue.
Hands-on Think-Pair-Share Activity [15 minutes]: Students will be given three slips of
paper each. Said pieces of paper will feature random ‘tags’ (short words and/or
combination of words used to vaguely describe a particular fanfiction’s content).
Learners will have to ponder on what all slips of paper received have in common (or
what their purpose is in the literature world) by themselves for a few minutes. Then,
they will have the opportunity to communicate their thoughts and opinions with their
peers in ‘comfort groups’ (no maximum or minimum number of students). Lastly, they
will share their discoveries and perspectives with the rest of the class.
Presentation on the relevancy of trigger and content warnings [10 minutes]: The
teacher will define trigger warnings and explain their relevancy in both the academic
and the fanfiction worlds by using arguments from Bruns’ Stinging or Soothing: Trigger
Warnings, Fanfiction, and Reading Violent Texts. For instance, they will illustrate
practical and ‘real-world’ examples through the visualization of various tags employed
on the AO3 (Archive of Our Own) website. They will also define common tags which
relate to potentially violent, triggering and disturbing imagery in fanfictions (e.g.: ‘dead
dove do not eat,’ ‘major character death,’ ‘not safe for work,’ etc.).
Group discussion [10 minutes]: The teacher will invite students to explain why the tags
they have recently discussed during the TPS activity might figure on a given fanfiction
through a short class discussion. Learners will also be encouraged to share their
opinions as to why such tags might be perceived as ‘trigger warnings’ or not by
readers.
Presentation on fanfictions in the legal field [10 minutes]: The instructor will then talk
about fanfiction and the legal system, namely the distinct factors of fair use that are
connected to the world of ‘parodies’ of licensed works. They will mainly explain and
explore why certain authors of known pieces of media allow fanfictions or not and what
their personal reasons might consist of by illustrating key aspects from Lipton’s Specific
Fair Uses.
Display of an excerpt of a short animated film [15 minutes]: Finally, the teacher will
quickly introduce the work on which students will majorly focus on during the
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remainder of the unit. Differently said, they will go over the presentation of the
fanfiction in question, thus reading its synopsis and listing its tags. Then, they will play
the first five minutes of MSGO Creations’ video, which illustrates the first part of
passerine’s first chapter. During the viewing, learners will be incited to mentally take
notes on the portrayed scene’s character.
Homework Read the first chapter of passerine
Add the handouts/documents pertaining to the Think-Pair-Share Activity to the
portfolio
Name of the teacher Cynthia Riley
13
Title of lesson III The Fanfiction Universe in the Classroom Grade Grade 11 (Sec. 5)
Environment level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Carries out a reinvestment task
Competency 3: Writes and produces texts
Key Features
Uses the writing and production processes
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Exercises critical judgement
Uses creativity
Cooperates with others
Communicates appropriately
BAL
Media Literacy
Evaluation Criteria:
Considering this lesson plan features two summative assessments during lesson VII and lesson
X, no evaluation for marks will take place throughout this specific lesson’s tasks and activities. In
other words, all exercises learners will complete will form formative assessments, which will
ultimately guide them towards the completion of the two summative assessments present in this
long-term plan. Thus, students will be evaluated on their participation throughout the three
activities featured in this particular lesson, namely the Reflection Activity, the Summary Activity,
and the Reimagination Activity. Additionally, students will be evaluated on their capacity to
respond to the questions accurately and fully, as well as complete the tasks at hand. Lastly,
learners’ activities will be added to their personal portfolios; such portfolios will later be
evaluated through a series of reflections.
Learning Objectives General Objectives:
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This lesson will enable students to understand how creativity truly is limitless and unbound.
More specifically, this class will show how multiple works of literature, including niche and
hidden ones (i.e., fanfictions) can take place in the academic world, specifically in high school
and university English courses. Finally, this lesson will permit learners to grasp important
elements and pieces from the first chapter of passerine, which deals with betrayal, anger, and
sacrifice.
Specific Objectives:
By the end of this lesson, students will be able to better deconstruct and analyze a specific
section/chapter of a given work (though such a skill will constitute a work in progress
throughout the entire long-term project). Moreover, learners will comprehend that subjectivity
and agency ultimately have a huge weight and impact on creative works, mostly because
authors may reflect and project themselves or their values and perspectives throughout their
texts. Lastly, students will understand that the type of audience associated with a given work will
ultimately modify the way in which it is written/spoken about.
Resources fandom trash [@sunnydoodlingiguess]. (2021) passerine: chapter 1: like a fox to a burrow (like
an eagle to an aerie) [Digital art]. Tumblr.
https://sunnydoodlingiguess.tumblr.com/post/651497179454832640/passerine-chapter-1-like-
a-fox-to-a-burrow-like

golden rädio [Username]. (2021, November 9). a dark academia playlist to read to [Video].
YouTube. https://youtu.be/SdqKdfaCOQc

Minkel, E. (2015, March 25). From the Internet to the Ivy League: Fanfiction in the classroom.
The Millions. https://themillions.com/2015/03/from-the-internet-to-the-ivy-league-fanfiction-in-
the-classroom.html

SNEAKIE MINECRAFT [@UpS1gbT3f7op3Dr]. (2021, April 28). Two passerine fanarts [Digital
art]. Twitter. https://twitter.com/UpS1gbT3f7op3Dr/status/1387534364683247620

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.
https://archiveofourown.org/works/28755084?view_full_work=true

Required/Materials &
Computer
Aid
Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
 15

Google Slides presentation (see Appendix B)

Handout for the Reflection Activity (see Appendix A)
Handout for the Summary Activity (see Appendix C)
Handout for the Reimagination Activity (see Appendix D)

Problems & Solutions Problem #1: Technological problems occur (i.e., the projector and/or computer does not work,
Wi-Fi issues take place, the Youtube/Google Slides application is down, etc.).
Solution #1: The teacher could traditionally conduct such a lesson without the use of
technological devices. For instance, all handouts could be printed and completed with pencils.
Additionally, the educator could orchestrate their presentation without any audiovisual support,
and could bring physical examples, or could write important elements and aspects on the
board. The background music could be played through their cellphone, which could be
connected to a Bluetooth speaker.
Problem #2: Students are not on task during the Reflection, the Summary, and/or the
Reimagination Activities.
Solution #2: Throughout the lesson, the teacher will monitor students’ participation while
circling the classroom, especially during the Summary and Reimagination activities, as they are
to be done in pairs. Though students do not necessarily need to fully complete their handouts,
since they may finish them at home, they are still expected to work on them in class. If ever
learners are distracted and not necessarily active, the instructor will warn them, and will remind
them of the goal and objectives of the lesson, stipulating how learners would have more work to
do as homework if they are not on task in class.
Problem #3: The topic/fanfiction (i.e., passerine) does not interest some or most students.
Solution #3: The educator will remind their students that this is simply the first chapter of the
work in question, and that lots of interesting and intriguing events are set to happen in later
sections of the fanfiction. They will ask students to give it a chance, and to remain patient with
the author’s storytelling skills.
What the teacher does What the students do Rationale
Lesson Timing
70 minutes 📓 🎒 🏫
Introduction As soon as the students walk Considering they have been Warning students about the
Reflection Activity in the classroom, the teacher warned the previous lesson, upcoming future in advance
15 minutes quickly welcomes them, and students enter the classroom enables them to adequately
asks them to open their in silence, ready to work. As prepare before class. Thus, as
laptop and to start working they sit down, they turn their soon as they arrive in the
on the Reflection Activity by device on, and open the classroom, they know what to
themselves (see Appendix A). document for the Reflection expect and what to do, and
Then, they instruct their Activity. For the next fifteen automatically get to work.
students to remain silent and minutes, learners are

on task while working on the
worksheet. They mention that
learners may raise their hand
if ever they have questions or
doubts. Throughout the
Reflection Activity, the
educator sits at their desk.
When the fifteen minutes are
up, the teacher specifies that
students should finish their
task at home if they did not
have the chance to complete
it in class.
Development Following the introductory
Short Presentation activity, the teacher rapidly
10 minutes summarizes the first chapter
of passerine and
demonstrates artworks
created by its fans through a
Google Slides presentation
(see Appendix B).
Students are encouraged to
take notes throughout the
presentation. Furthermore,
expected to complete the
document alone, in silence. If
they possess questions,
students quietly raise their
hand, and wait for the
teacher to visit them at their
desk.
Additionally, students are
asked to finish the Reflection
Activity at home if they do
not have the chance to
complete it in class.
During the presentation,
students stay quiet and
attentive. Though not
mandatory, they may take
notes on the content
displayed by their teacher,
considering the information
presented may help them
during the activities and
formative assessments which
16
To be as environmentally
friendly as possible, the
establishment in which this
lesson plan takes place
requires all educators to use
electronic versions of handouts
instead of paper documents.
Reflection activities enable
students not only to be
reminded of the main events
that take place in the story they
analyze, but also to individually
connect to it by developing
opinions and perspectives
concerning its plot and
characters, thus permitting
their critical thinking skills to
flourish.
Considering all handouts
featured in this long-term plan,
including Reflection Activities,
will ultimately figure in
students’ portfolios, learners
are required to finish all
worksheets at home if they are
not completed in class.
The presentations conducted
in this long-term plan are short
and to the point, as they are
not meant to be the focus of
the lessons. In fact, their
purpose is solely to connect
the main text (i.e., passerine) to
its original world, meaning the
fanfiction one. Thus, this
specific presentation explores
how fanfictions are gradually

the educator quickly
introduces the idea of
bringing fan works,
specifically fanfictions, to
educational environments
through the elaboration of
arguments and facts directly
taken from Minkel’s From the
Internet to the Ivy League:
Fanfiction in the Classroom.
Lastly, they briefly go over the
fact that fan studies, a
research field which
examines fan communities, is
gradually becoming more
and more visible in the
overall academic world.
Class Discussion Following the presentation, a
5 minutes short class discussion occurs.
The teacher suggests the
following questions: ‘Do you
think incorporating fanfictions
in classroom settings is
appropriate? Why or why
not?’ and ‘Do you think
studying fan behaviours and
traditions is relevant in
today’s world? Why or why
not?’
They remind everyone to
remain respectful,
understanding, and open-
will take place throughout
the unit.
Learners take advantage of
this group discussion to
voice their thoughts and
interrogations concerning
the value of studying fan
works in learning
environments.
Students stay respectful and
attentively listen to their
peers’ opinions to
encourage the formation of
an inclusive and comforting
sharing space. When they
feel like adding something,
they simply raise their hand,
17
being introduced into the
academic world, specifically in
universities across North
America. In other words,
introducing the idea that
diverse written works are
analyzed in learning spaces
contributes to diversifying the
literature world, and to
validating and accepting the
existence of fanfictions.
While some students like to
take notes, others do not, and
might consider note-taking a
burden. Therefore, since this
presentation solely seeks to
connect passerine to the
fanfiction community, and the
information it introduces will
not necessarily be evaluated
on in the future, note-taking is
not mandatory.
Class discussions enable
students to learn more about
one another’s views, and to
practice their conversation
skills (i.e., listening and
speaking). Additionally, this
specific conversation permits
learners to question the pros
and cons about today’s current
and modern world of literature,
which is still somewhat limiting,
as not everyone gets the
privilege to get their works
published and ‘out there.’

minded throughout the
conversation to successfully
enable sharing experiences
to take place.
Summary Activity The instructor then asks
15 minutes learners to open the
Summary Activity handout
(see Appendix C), which is
available on the class forum.
They quickly go over the
activity’s instructions, and
make sure that everyone
understands before moving
on. They announce that
students may complete this
activity in pairs or small
groups of three, as long as
they are effectively
productive and on task.
Additionally, they invite
students to raise their hand or
to visit their desk if they ever
have questions or concerns.
Finally, they remind students
that such a handout should
be completed before the
next lesson, as it will figure in
their personal portfolios.
Throughout the activity, the
educator monitors students’
progress and participation
while frequently circling the
classroom and observing
them at their desk. As well,
the educator puts on a
playlist of calming
instrumental songs in the
background.
and patiently wait for their
turn.
Students access the
document and get ready to
work. If they possess
inquiries during the
instructions period, they
raise their hand before
voicing their thoughts. Then,
learners rapidly get in pairs
or in small groups of three
without much fuss.
Students actively work and
attempt to complete the
worksheet in class. They
understand that, if not
finished, they must bring it
home and complete it before
the following class,
considering they will need to
include it into their individual
portfolios.
If they have questions,
students raise their hand and
wait for the instructor to visit
them, or they stand up and
directly go to their teacher’s
desk.
18
To establish a welcoming and
positive learning space, the
teacher encourages students
to ask any question they may
possess, as long as they do so
respectfully and quietly.
Making sure students
understand before letting the
activity unfold permits them to
be fully on task during the
completion of the handout.
Considering students are not
entirely being guided by the
educator, this activity
encourages the development
of their autonomy. Still, the
instructor monitors students’
progress by circling the room
to ensure that everyone is on
task, and that help is given
when needed.
The Summary Activity seeks to
demonstrate to students that
one’s language patterns will
get modified depending on
the type of audience. For
instance, telling a story to an
adult versus to a child will
cause the creation of two
different versions of the same
story. Therefore, in such a task,
learners get to explore the
various ways in which they

Reimagination Activity Quite similarly to the previous
15 minutes activity, the instructor first
invites students to open the
document on the school’s
online platform (see
Appendix D). They explain
the activity’s goals and
expectations and answer
learners’ interrogations. They
require students to remain in
the same pairs and/or small
groups they have selected
during the first activity for
time purposes. Then, they
remind students that they
should finish the completion
of the document at home if
ever they do not have
enough time in class.
Again, throughout such an
activity, the instructor
monitors students’ progress
while frequently travelling
across the room and
observing them from their
Students quickly transition
from the Summary Activity to
the Reimagination one. They
access the document online
and ask questions by raising
their hand while the teacher
explains the instructions.
During the activity, if they
ever need help, learners
quietly raise their hand and
wait for the educator to visit
them, or they stand up and
go to the educator’s desk.
Considering they understand
that they must finish the
completion of such a
handout at home if not
entirely done in class,
students are actively on task.
19
could explain the events that
take place in the first chapter of
the fanfiction, depending on
their audience.
Instrumental music helps
people not only to get in the
atmosphere of the task (i.e.,
move into the fictional world of
passerine), but also to feel
more concentrated and
focused.
The Reimagination Activity
seeks to help learners dive into
their own creativity and
imagination, and to make them
comprehend how exactly
fanfiction works (especially
since fanfiction constitutes the
modification of an already-
existing work). The prompts
listed on the handout give
them ideas on which aspects of
the story (i.e., events,
characters, worldbuilding, etc.)
they may wish to focus on in
their text.

desk. The playlist continues
playing in the background.
Closure/Wrap-Up: To conclude this lesson, the
Reading Session teacher notifies students that
10 minutes the Reflection, the Summary,
and the Reimagination
Activities should all be
completed before the
following class, as all
handouts will soon be added
to learners’ individual
portfolios. They specify that
reading the second chapter
of passerine is due for the
following class. In addition,
they quickly announce the
following lesson’s themes to
connect all classes together.
Lastly, they allow students to
read passerine on their
individual computer during
the rest of the period. This
time, the room is in complete
silence, as the music has
stopped playing.
Students listen attentively to
the instructor’s guidelines
and take notes on important
details if they deem it
necessary. Throughout the
rest of the period, they
continue reading passerine
by themselves on their
laptop, in complete silence.
20
Linking lessons together
enables the formation of
routines, which help students
feel less stressful and anxious.
Additionally, repetitive
reminders tend to stick in one’s
mind.
Reading sessions, specifically
those conducted in class,
contribute to the validity of
reading, and encourage the
development of reading skills.
As well, they permit students to
take the time they need to
continue reading the text they
must analyze throughout this
long-term plan.
Name of the teacher Cynthia Riley
21
Title of lesson IV ‘Please Update!’: The Fanfiction Reading and Grade Grade 11 (Sec. 5)
Commenting Etiquette level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Constructs meaning of the message
Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Carries out a reinvestment task
Competency 3: Writes and produces texts
Key Features
Broadens repertoire of texts
Uses the writing and production processes
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Exercises critical judgement
Uses creativity
Cooperates with others
BAL
Media Literacy
Evaluation Criteria:
No summative assessment will take place during this lesson
Students will be formatively evaluated throughout this lesson’s activities
Students’ active participation will be observed (i.e., during the Reflection, the
Evaluation, and the Review Activities, during the presentation, etc.)
Students’ collaboration skills will be observed
Students’ reasonings and perspectives on various reviews/comments will be
observed/noted
The addition of the handouts associated to the Reflection, the Evaluation, and the
Review Activities will be required in the portfolio
Learning Objectives General Objectives:
 22

Students will be more familiar with reviews/comments pertaining to given works of

literature, specifically fanfictions
Specific Objectives:
Learners will comprehend that a certain etiquette/structure must be followed when it
comes to the review/analysis of fanfictions
Students will also understand that a variety of perspectives/opinions on a certain work
may exist in its associated community
Students will know how to properly react to fan works
Resources breeeliss [Username]. (2018). Quick guide to fanfiction etiquette: i.e., what are unacceptable
ways of interacting with fics? Tumblr. https://breeeliss.tumblr.com/post/162750043359/quick-
guide-to-fanfiction-etiquette

fandom trash [@sunnydoodlingiguess]. (2021). passerine: chapter 2: like carillon bells (the house
of Augustus rings) [Digital art]. Tumblr.
https://sunnydoodlingiguess.tumblr.com/post/650506113981218816/passerine-chapter-2-like-
carillon-bells-the

golden rädio [Username]. (2021, November 9). a dark academia playlist to write to [Video].
YouTube. https://youtu.be/rbgJ6uSXDwg

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.
https://archiveofourown.org/works/28755084?view_full_work=true

Required/Materials & Computer

Aid Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation
Handout for the Reflection Activity
Handout for the Evaluation Activity
Handout for the Review Activity

Problems & Solutions Learners do not think the comments given in the Evaluation Activity are negative, and
that they do not require criticism: The educator could ask students to put themselves
into the authors’ shoes. ‘What if you received these types of comments? How would
you react/argue back?’
 23

Students do not understand the purpose of commenting on fanfictions: The instructor

could reinforce that fanfictions, just like any other text, constitute valid literary works.
They could also mention that comments give fanfiction authors lots of motivation, and
thus encourages them to improve on their writing skills.
Schedule Reflection Activity [15 minutes]: In silence, students will answer questions related to the
second chapter of passerine.
Evaluation Activity [15 minutes]: Learners will get in pairs and will start working on a
worksheet. The worksheet in question will feature a dozen comments and reviews
related to random, unspecified fanfictions. Thus, students will evaluate if certain
comments are ‘valid’ or not and will provide explanations as to why they believe so in a
few lines.
Presentation on how to interact with fanfictions [10 minutes]: The teacher will conduct a
presentation on the best ways to interact with fan-made works and fan communities.
They will feature key elements from breeeliss’s Quick guide to fanfiction etiquette. They
will mostly elaborate on how certain types of comments only pressure fanfiction
authors (e.g.: ‘please update!’ ‘when is the next update?’ ‘why did you write x instead of
y?’ ‘I wouldn’t have said this, I would have said that, etc.). Such a presentation could
also feature comments on the overall literature world, namely on how much work
authors must go through in order to get their works published.
Review Activity [15 minutes]: Individually, students will practice making their own
personal comments to demonstrate their opinions and perspectives on a given
fanfiction in a respectful manner. Considering the lack of time, the teacher will read
aloud a fanfiction excerpt of around two hundred to three hundred words.
Additionally, they will display the text in question on the board. Following the short
reading session, learners will have to write a positive and encouraging comment based
on the excerpt. They will be invited to share their results afterwards.
Reading session [15 minutes]: Students will have the opportunity to continue reading
passerine in class. The instructor will play some ambience music by putting on golden
rädio’s a dark academia playlist to write to in the background.
Homework Complete the Reflection Activity
Complete the Evaluation Activity
Complete the Review Activity
Read the third chapter of passerine
Add documents/notes pertaining to the Reflection, the Evaluation, and the Review
Activities to the portfolio
Name of the teacher Cynthia Riley
24
Title of lesson V Fanfiction and the Big Screen (for Better or for Grade Grade 11 (Sec. 5)
Worse) level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Constructs meaning of the message
Competency 2: Reinvests understanding of texts
Key Features
Constructs meaning of texts
Carries out a reinvestment task
Competency 3: Writes and produces texts
Key Features
Broadens repertoire of texts
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Uses creativity
Cooperates with others
BAL
Media Literacy
Evaluation Criteria:
No summative assessment will take place during this lesson
Students will be formatively evaluated throughout this lesson’s activities
Students’ active participation will be observed (i.e., during the presentation, during the
Visualization Activity, etc.)
Students’ collaboration and communication skills will be observed (i.e., during the
group discussion)
Students’ perspectives and ideas will be encouraged and noted
The addition of the handouts associated to the Reflection and the Visualization
Activities will be required in the portfolio
Learning Objectives General Objectives:
Students will be more familiar with scripts/scenarios
Students will learn more about movie adaptations of fanfiction works
Specific Objectives:
 25

Students will comprehend that different text types are associated with specific media
types (in this case, that movies rely on scripts/scenarios)
Students will be more aware of the process behind the transformation of fanfictions
into full-fledged movies
Learners will comprehend that not all works should be adapted, especially because of
risk of the spread of misinformation or misrepresentation on a particular topic to a
large audience
Resources Alexander, J. (2021, January 14). From fanfiction to Netflix hits. The Verge.

https://www.theverge.com/2021/1/14/22215052/wattpad-authors-fanfiction-netflix-hulu-

streaming-movies-romcom-teen-drama

golden rädio [Username]. (2021, November 9). A dark academia playlist to paint to [Video].
YouTube. https://www.youtube.com/watch?v=IhDyr9yFV-I

Lilac [@Lilacsolc_]. (2021, April 28). Passerine fanarts [Digital art]. Twitter.
https://twitter.com/Lilacsolc_/status/1387547075181641729/photo/3

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.
https://archiveofourown.org/works/28755084?view_full_work=true

Required/Materials &
Computer
Aid
Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation
Handout for the Reflection Activity
Handout for the Visualization Activity

Problems & Solutions
Students are uninterested, and do not necessarily understand the purpose behind the
presentation/the topic of this lesson: The teacher could reinforce the idea that
fanfictions, or even parodies of already-existing works, constantly surround us. In other
words, they could elaborate on how classic texts, such as Shakespeare’s works, are
known to be modified versions of previous works. Such examples could make students
think on how they themselves could apply their own perspectives to the works they
read/analyze, both in and outside of classrooms.
 26

Students get into one conflict during the group discussion: The educator could remind
everyone that all perspectives and opinions are welcomed and accepted, as the
learning environment is for all. Furthermore, they could add that discussions in which
people share their views and thoughts enable for one’s own worldviews to get
transformed and modified, which greatly demonstrates our ability to change as human
beings.
Schedule Reflection Activity [15 minutes]: In silence, students will answer questions related to the
third chapter of passerine.
Presentation on movie adaptations of fanfictions [10 minutes]: Using points elaborated
in Alexander’s From fanfiction to Netflix hits article, the educator will quickly present
how and why specific fanfictions made it to movie theaters and streaming platforms.
Such a presentation will demonstrate how small works published on the Internet and
read for free can become extremely big, and how anything is possible.
Visualization Activity [15 minutes]: Individually, learners will complete a handout. Said
handout will feature questions related to passerine, most specifically the following
scenario: what if passerine were to be made into a movie? Students will thus determine
which scene they would see being represented, and why. They could also elaborate on
what they think might be scrapped from the final project.
Group discussion [15 minutes]: Students will share the thoughts and ideas they have
developed during the previous activity with their peers. This sharing space will enable
students to develop their conversation skills, and to modify their own perspectives
based on their peers’ ones.
Reading session [15 minutes]: Students will have the opportunity to continue reading
passerine in class. The instructor will play some ambience music by putting on golden
rädio’s a dark academia playlist to paint to in the background.
Homework Complete the Reflection Activity
Complete the Visualization Activity
Read the fourth chapter of passerine
Add the documents/notes pertaining to the Reflection and Visualization Activities to
the portfolio
Name of the teacher Cynthia Riley
27
Title of lesson VI Guided Review & Brainstorming Session Grade Grade 11 (Sec. 5)
level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Constructs meaning of the message
Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Carries out a reinvestment task
Competency 3: Writes and produces texts
Key Features
Uses the writing and production processes
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Exercises critical judgement
Adopts effective work methods
Cooperates with others
Communicates appropriately
BAL
Media Literacy
Evaluation Criteria:
No traditional evaluation will take place during this specific lesson, as its main purpose is to
prepare students for the upcoming summative assessment, which is set to take place the
following lesson (lesson VII). Instead, students will be formatively evaluated on their active
participation. More specifically, considering the handout associated with the Brainstorming
Activity will be added to students’ final copy of their essay (i.e., summative assessment),
completion of the worksheet will be required before lesson VII. The essay in question, as well as
the document used during the Brainstorming Activity, will ultimately figure in students’
portfolios at the end of this long-term plan.
Learning Objectives General Objectives:
This lesson will allow learners to review the main takeaways from the first four chapters of
passerine. In addition, throughout such a period, learners will have the opportunity to develop a
 28

strong and complete thesis statement/argument/position concerning a specific character

represented in the fanfiction. Finally, during the class discussion, students’ views on the story
and its main events will probably change due to their peers’ perspectives and opinions, which
will encourage the development of a more acute thesis statement/argument/position.
Specific Objectives:
By the end of this lesson, learners will be efficaciously prepared and ready for the upcoming
summative assessment, namely the short essay. More specifically, such a lesson will enable
them to properly reflect on a particular character’s worldviews, thought processes, actions, and
behaviours. Moreover, students will have the opportunity to discuss such thoughts with their
peers, thus establishing a respectful and thought-provoking group discussion, and ultimately
leading to the creation of firm arguments and positions. Lastly, following this guided review and
discussion-centered lesson, learners’ thoughts will successfully and thoroughly be reflected
through their short text.
Resources golden rädio [Username]. (2021, November 9). a dark academia playlist to relax to [Video].
YouTube. https://youtu.be/yel9b7DBaCE

SNEAKIE MINECRAFT [@UpS1gbT3f7op3Dr]. (2021, May 21). Collection of passerine fanarts

[Digital art]. Twitter. https://twitter.com/UpS1gbT3f7op3Dr/status/1395810998280409097

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, 04 April.
https://archiveofourown.org/works/28755084?view_full_work=true

xin’s space [@mangdreams]. (2021, April 30). Passerine fanart [Digital art]. Tumblr.
https://mangdreams.tumblr.com/post/649908415974473728/so-that-is-what-it-feels-to-lose-
everything

Required/Materials &
Aid Computer
Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation (see Appendix F)
Handout for the Reflection Activity (see Appendix E)
 29

Handout for the Brainstorming Activity (see Appendix G)

Problems & Solutions Problem #1: Students feel underprepared and overwhelmed by the upcoming summative
assessment.
Solution #1: The teacher could give them additional individual preparation time slots a few days
before the evaluation. For instance, students could visit the teacher’s classroom during lunch
time, so that they could further discuss their doubts, interrogations, and concerns in one-on-one
conversations. Learners could also potentially seek help during the Brainstorming Activity and
the group discussion by voicing their thoughts to either their peers or the teacher themself.
Lastly, the educator could offer them reminders concerning various elements associated with
the evaluation in question, namely the structure required, the explanations linked to the rubric,
etc.
Problem #2: Students do not know where to start/do not have ideas on what they wish to focus
on in their essay.
Solution #2: The Brainstorming activity, as well as the group discussion, are both meant to let
students reflect upon the fanfiction as a whole. More specifically, while answering the handout’s
questions and sharing their views with their classmates, students will get the opportunity to
further their perspectives concerning a specific character. Doing so will enable them to get a
clearer and more in-depth idea and will thus enable them to create a strong thesis statement. If
ever students still feel clueless and confused at the end of the lesson, they could always request
help and discuss with the educator, who could offer them individual meetings, similarly to the
previous problem.
Problem #3: Students do not have enough time during the Brainstorming Activity.
Solution #3: The time allotted to both the presentation and the group discussion could be
shortened, so that the Brainstorming Activity would be conducted for a longer period. In
addition, since students will have the opportunity to bring their handout with them at home,
learners will have additional time to work on their notes as a homework.
What the teacher does What the students do Rationale
Lesson Timing
70 minutes 📓 🎒 🏫
Introduction To begin this sixth lesson, the Learners are aware of the Establishing a routine permits
Reflection Activity teacher quietly welcomes routine by now: they are students’ anxiety levels to
15 minutes their students, and instructs expected to be prepared at considerably decrease, as they
them to quickly open the the beginning of each class, are perfectly aware of the
fourth Reflection Activity on as they are asked to work on upcoming lesson’s structure
the class forum (see the Reflection Activity by and expectations.
Appendix E). While students themselves, in silence. Thus,
complete such a handout, the they quickly open the

instructor remains seated at
their desk in silence, and
observes their students to
make sure everyone is on
task. They only stand up to
notify students that the
activity is about to finish, or to
help students in need.
Once the fifteen minutes are
up, the educator specifies
that the worksheet should be
completed before the
following lesson.
Development Following the introductory
Guided Review activity, the educator
15 minutes conducts a short presentation
document on their laptop,
and fill in their worksheets as
much as they can in the
allotted fifteen minutes.
When they have
interrogations, learners raise
their hand, and wait for the
teacher to visit them.
During the instructor’s
reminders, students
remember to finish their
worksheet at home, if not
done in class.
During the entire
presentation, students pay
close attention and remain
30
The Reflection Activity is
conducted in utter silence, so
that students can really grasp
the meanings and purposes
behind each question.
Students are required to do
such a task by themselves
because it enables them to
individually reflect on and
emotionally connect to the
previous chapter of passerine.
Throughout the long-term
plan, learners will get the
opportunity to discuss such
reflection questions with their
peers.
Though these types of
worksheets are meant to be
completed individually,
students have the possibility to
ask questions during the task,
nonetheless. Its goal is not to
put additional pressure onto
students’ shoulders; thus, if
they do need help, they can
easily access it.
Finishing in-class activities at
home encourages the
development of students’
autonomy and organization
skills, as they must manage
their own time and load of
work outside the learning
environment.
The Guided Review precisely
seeks to put all students on the
same track and level, so that no

on the first four chapters of
passerine (see Appendix F).
They summarize the main
events that happen
throughout the first part of
the fanfiction, therefore
emphasizing on its characters
and their
worldviews/behaviours.
Additionally, they feature a
few fanarts, so that students
get to see visual
representations of the story.
They also respond to
students’ questions
throughout the presentation.
Before presenting their
Guided Review, the teacher
instructs students to take
notes on the information
illustrated through the
presentation, as it could help
them construct their position
for the summative
assessment. Though not
mandatory, as it does not
count for marks, they specify
that notetaking is immensely
encouraged.
Brainstorming Activity The educator asks students to
20 minutes rapidly open the document
associated with the
Brainstorming Activity on
their laptop (see Appendix
G). While students get ready
to work, they shortly go over
the instructions, and answer
students’ questions. Then,
silent. They also acutely
observe the images
represented, as they may
help them visualize the story
better. If ever they possess
inquiries, they mutely raise
their hand, and patiently wait
for the educator’s signal
before voicing their
thoughts.
Considering the upcoming
short essay, learners mentally
and physically take notes on
the information displayed
throughout the presentation,
so that they may develop a
strong argument/position
before the evaluation.
While they open the
Brainstorming Activity file on
their individual device,
learners also attentively listen
to the instructor’s guidelines.
If they have questions,
students raise their hand
before voicing their inquiries.
Whenever the teacher has
31
one feels confused or lost,
especially during the
composition of their
summative assessment. The
various artworks presented
also enable them to view the
different perspectives that exist
throughout the fan community
of passerine, which may give
them ideas on the
argument/position/thesis
statement they must elaborate
on in their short essay.
Notetaking allows students to
remain on track, and to
remember important and
crucial details from the story.
For instance, such details could
be developed throughout their
short text.
Monitoring students will allow
the educator to better
comprehend what students’
strengths and challenges
consist of. Additionally, it
would enable them to view
students’ ongoing progress
and improvements. Finally, it
would permit them to give

they invite students to get in
teams of two.
Before students start their
work, the educator puts some
instrumental music in the
background. The playlist in
question is composed of
classical tunes, which fit with
the fanfiction’s themes.
Throughout the task, the
educator frequently travels
across the room, monitoring
students’ active participation
and progress. They also offer
their help if students request
it.
Group Discussion Following the Guided Review
15 minutes and the Brainstorming
Activity, the teacher invites
students to get back to their
respective desks and starts
conducting a class
discussion. They encourage
students to share their
findings and thoughts by
raising their hand, so that
they may inspire their peers,
and let them develop their
own position/argument
before the summative
assessment. They also remind
students to remain respectful,
inclusive, and open-minded
during the entirety of the
exercise. They finally add that
students can take notes on
their peers’ comments.
finished explaining the
handout’s instructions,
students quickly get in pairs
and start to work.
If ever students develop
questions or concerns while
working on the handout,
they simply raise their hand,
and wait for the teacher to
visit their desk. If the teacher
is seated, learners also have
the permission to stand up
and to go to the educator’s
desk themselves.
Students quickly get back to
their own place. While the
teacher explains how the
discussion should go,
students understand that
they should continuously
stay respectful and open-
minded through the whole
task. If they feel like adding
something or talking about a
specific element, learners
simply raise their hand, and
wait for the instructor to
signal them the right to
speak. Though not
mandatory, students are
heavily encouraged to share
what they have come up with
during the Brainstorming
Activity, so that ideas keep
32
constructive feedback on
students’ work, and to offer
them additional guidance, if
needed.
The ambience music consists
of instrumental, soft-sounding
songs, and seek to create a
relaxing atmosphere. In
addition, the playlist features
sounds that suit passerine’s
universe and plot.
The group discussion serves to
let students learn more about
their classmates’ ideas and
thoughts concerning a specific
character from the fanfiction.
Such a section thus
encourages not only the
formation of a safe and
welcoming sharing space, but
also the sharing of students’
thoughts on passerine, which
will ultimately help them
construct their thesis
statement/argument/position
for the summative assessment.
It is important for students to
remain open-minded and
accepting, as they will later
experience similar

Throughout the discussion,
the educator actively
participates by commenting
on students’ words. They also
ensure that the discussion
flows smoothly, and that no
conflict erupts. Lastly, they
monitor learners’ behaviours,
and make sure that no
disrespectful comment gets
voiced.
Closure/Wrap-Up: To conclude this lesson, the
Closure teacher first congratulates
5 minutes students’ hard work, and
offers them words of
encouragement. To link all
lesson together, they shortly
summarize the contents of
the present lesson, and
remind students of the
summative assessment, which
will take place next class.
They add that if ever students
would like additional help,
they can contact the educator
by e-mail or through the class
forum, and could thus get
access to supplementary
work time and one-on-one
conversations during lunch
periods.
flowing, and imagination and
inspiration keep sparking up.
Learners are also expected
to respect everyone’s views
and to remain non-
discriminatory and accepting
through the conversation.
Debate is permitted, but only
if it is done reasonably and
respectfully, and if the
learning atmosphere stays
comfortable and inviting.
Students closely listen to the
teacher’s instructions and
quickly get reminded of the
present lesson’s themes and
goals. They understand that
the following class will not
follow the usual routine,
considering the summative
assessment, namely the
composition of a short essay,
will take place instead. If
learners realize that they may
need additional help, they
contact the teacher as soon
as possible, and then get
access to supplementary
work time and conversations
during lunch periods.
33
conversations in their future
careers. Sharing opinions and
perspectives allows people to
discover more about the
individuals and the world that
surround them, and even
influence them and let them
modify their own worldview.
Summaries help students
better grasp the contents they
have explored throughout the
lesson, and help them
remember crucial elements, on
which they may elaborate on
during their summative
assessment.
Encouragements definitely
contribute to the development
of a healthy level of self-
esteem, and give students
hope and reassurance, which
are especially necessary during
stressful events.
Name of the teacher Cynthia Riley
34
Title of lesson VII Summative Assessment Grade Grade 11 (Sec. 5)
level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 2: Reinvests understanding of texts
Key Features
Constructs meaning of texts
Carries out a reinvestment task
Regulates own development as listener, reader, and viewer
Competency 3: Writes and produces texts
Key Features
Broadens repertoire of texts
Uses the writing and production processes
Regulates own development as writer and producer
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Exercises critical judgement
Uses creativity
Adopts effective work methods
Communicates appropriately
BAL
Media Literacy
Evaluation Criteria:
A summative assessment will take place during this lesson (i.e., short essay)
Students will be evaluated on the following: their text’s structure (which should follow
the typical essay structure), their text’s length (it respects the minimum number of
words required), their text’s content (it is coherent, well-developed, and overall makes
sense), their position/argument (the thesis statement is strong and convincing, and the
paragraph elaborates on the position), and their connections to the text (clear links are
being established between the essay and passerine)
Learning Objectives General Objectives:
Students will write a short essay of ~250-300 words
Specific Objectives:
Learners will explore and analyze the behaviours, actions and thought processes
associated with one specific character from the passerine fanfiction in a ~250-300
words-long essay
 35

Resources thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.
https://archiveofourown.org/works/28755084?view_full_work=true
Required/Materials &
Aid Computer
Projector (to display the remaining time)
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Dictionaries
Thesauruses
Handout for the Summative Assessment

Problems & Solutions Students do not have enough time: The educator will allow students who are not
finished to stay during recess. Additionally, they will invite students to continue their
essay during one lunch period.
Some students feel pressured and anxious: To minimize anxiety, the teacher will have
reserved a small classroom in advance, so that the class group could be divided into
two smaller groups. Another teacher would monitor students in the other room.
Additionally, with students’ accordance, the instructors could turn the lights off to
reduce visual stimuli.
Technological problems occur (i.e., the projector and/or computer does not work, Wi-
Fi issues take place, the Youtube/Google Slides application is down, etc.): The
educator will have warned students in advance to bring their pencil cases in case
technological issues would occur. As well, the instructor would have printed copies of
the Summative Assessment handout and would be able to distribute copies to
students. Lastly, the teacher could announce the evaluation’s remaining time either by
saying it out loud, or by writing it on the board.
Schedule Writing period [70 minutes]: Learners will take the entire class time to write their essay
Homework Read the fifth chapter of passerine
Name of the teacher Cynthia Riley
36
Title of lesson VIII Impacts of Fanfictions on Other Fan Fields Grade Grade 11 (Sec. 5)
(Music, Theater, Cosplay, and Animation) level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Carries out a reinvestment task
Competency 3: Writes and produces texts
Key Features
Broadens repertoire of texts
Uses the writing and production processes
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses creativity
Adopts effective work methods
Uses information and communications technologies
BAL
Media Literacy
Evaluation Criteria:
Considering this lesson will take place right after the composition of a short essay, there will be
no traditional evaluation or summative assessment. In other words, the activities conducted
during this class will serve as formative assessments, especially since they will ultimately lead
and guide learners towards the end of the unit, where a second summative assessment will take
place. Thus, during this specific lesson, students will be evaluated on their active participation
during the presentation and the Playlist-Creation Activity. More specifically, the completion of
the handouts associated with this lesson’s tasks will be required, as they will need to figure in
students’ portfolios.
Learning Objectives General Objectives:
In this lesson, learners will be more familiar with the fans of passerine, specifically the variety of
fan works they frequently produce. Therefore, they will analyze numerous media types created
by fans, including, but not limited to, animation clips, fan-made musicals, cosplay recreations,
and songs. In addition, they will illustrate their feelings and emotions concerning the story and
plot of passerine through the Playlist-Creation Activity.
Specific Objectives:
 37

By the end of this lesson, students will have created a playlist of five songs, and will have
efficaciously provided clear and strong reasonings behind their decisions. Additionally, learners
will recognize the influence and power a certain work and/or author holds onto their/its
audience and community. They will notice how written texts (and other types of texts, for the
matter) are able to transform the way we think, and the way we perceive the world around us.
Thus, throughout their song selection, students will display how reading and analyzing
passerine makes them reflect on authentic and ‘real-world’ elements by providing explanations
for each song chosen.
Resources Alberto, M. (2021). Exploring how fans use platforms: A platform studies approach to fan
studies projects. In Booth, P., & Williams, R. (Eds), A fan studies primer: Method, research, ethics
(pp. 239-254). University of Iowa Press.

alioof music [Username]. (2021, March 27). Dream SMP: The musical // The war of L’Manberg
[Video]. YouTube. https://youtu.be/zt3RArSORlU

Derivakat [Username]. (2021, June 11). Last goodbyes—Derivakat [passerine original song]
[Video]. YouTube. https://youtu.be/7GpMn7jxBTs

Dream SMP Live Action [Username]. (2021, August 15). [Dream SMP war] | Live action first SAD-
ist video re-creation [Video]. YouTube. https://youtu.be/vnZOXae_bWk

Knp!!! [Username]. (2021, June 18). Just a dream || SBI animatic || Passerine [Video]. YouTube.
https://youtu.be/_o89E7sFKiw

Nielsen, E. J. (2021). The iconography of fan art. In Booth, P., & Williams, R. (eds), A fan studies
primer: Method, research, ethics (pp. 207-222). University of Iowa Press.

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, 04 April.
https://archiveofourown.org/works/28755084?view_full_work=true

zeejacks [Username]. (2021, May 25). a passerine soundtrack (chapter by chapter) [Video].
YouTube. https://youtu.be/6z3pW1X4_1I
 38

Required/Materials &
Computer
Aid
Projector
Laptops (one per student; from a trolley)
Pairs of earphones (provided by students)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation (see Appendix H)
Handout for the Reflection Activity (see Appendix I)
Handout for the Playlist-Creation Activity (see Appendix J)

Problems & Solutions Problem #1: Technological problems occur (i.e., the projector and/or computer does not work,
Wi-Fi issues take place, the Youtube/Google Slides application is down, etc.).
Solution #1: The teacher could bring physical copies of the Reflection and the Playlist-Creation
Activity handouts. Without Wi-Fi, the conduction of such a lesson would be rather tricky, but still
possible. For instance, instead of physically displaying the numerous art works featured in their
presentation, the teacher could describe them aloud, and ask students to try to visualize them.
Thus, a visualization activity could occur. In addition, the Playlist-Creation Activity could be done
in small teams of three or four students, so that they could discuss their choices and find
inspiration by relying on their peers’ ideas rather than their electronic devices.
Problem #2: Some students do not know much about music/are not interested in music.
Situation #2: The educator could motivate them to attempt thinking about ‘niche’ songs, or
music found in TV shows or movies. If students remain clueless and confused, the instructor
could instead tell them to invent some songs, and to describe them based on how the students
in question feel about them. For example, they could mention that an emotional, angsty, and
sad song could be used as background music during a specific scene from passerine, which
would musically and wordlessly describe the event in question.
What the teacher does What the students do Rationale
Lesson Timing
70 minutes 📓 🎒 🏫
Introduction The educator welcomes the By this point, students are Considering a routine has
Reflection Activity students and invites them to aware of the procedure: been established towards the
15 minutes take a laptop and to go sit at thus, whenever they beginning of the long-term
their respective desk. They approach the classroom, plan, learners are aware of the
instruct them to open the they get ready to work. In lessons’ structure and goals.
document related to the uninterrupted silence, they Thus, they are less anxious and

Reflection Activity through
the class forum (see
Appendix I). They add that,
like usual, such a handout
must be completed before
the following lesson, as it
should feature in students’
portfolios. Then, they let
students work on their
handout in silence, by
themselves.
While students complete
their worksheet, the educator
sits at their desk, and makes
sure that everyone is on task.
They also monitor the class
group in case some learners
may have interrogations
concerning the activity’s
guidelines.
Development To illustrate how incredibly
passerine Presentation diverse and creative fan
15 minutes communities are, the
educator conducts a fifteen
minutes-long presentation on
various media types used by
fans to represent the story of
passerine (see Appendix H).
The presentation is meant for
students to discover more
about how infinite and
limitless creativity and
imagination truly are. As the
information presented in the
slides will not be traditionally
evaluated during the
enter the room, take a
laptop, and go sit at their
own place. As well, they take
note that, if not completed
during class, the Reflection
Activity is to be finished at
home, and to be added in
their portfolios. They then
work in silence and start
filling in the handout.
If ever learners develop
questions throughout the
task, they simply raise their
hand and wait for the
instructor to visit them.
During such a presentation,
learners are expected to pay
close attention to the
information displayed by the
teacher. More specifically,
they silently enjoy the
multiple artworks featured in
the slides and get inspired
by them. This presentation
serves as a way for them to
better visualize the world of
passerine, and to
comprehend that such
visualizations will depend on
their author/creator’s
perspectives. Though
39
stressed about the class’s
activities, and they are
efficaciously prepared. As soon
as they enter the classroom,
they are ready to get to work.
The Reflection Activity enables
students to concentrate on the
aesthetic content and
underlying details featured
throughout passerine. As this
unit includes both intensive
and extensive reading styles,
students are expected to
continuously pinpoint
important factors featured in
the fanfiction during the overall
unit. Such a task, therefore,
permits them to better analyze
passerine, and to focus on
general literature aspects, such
as character development
and/or worldbuilding.
By relying on specific
examples, the presentation
seeks to show the diversity of
artworks from the fandom, and
to accurately represent the
various perspectives and
interpretations that exist
concerning the fanfiction itself.
Considering some artforms are
prioritized more than others,
seeing lots of artworks from
diverse media types, as well as
their influence on a given
community, might make
students feel like these specific

following classes, the
instructor reassures students,
and tells them that taking
notes is not mandatory. Thus,
they invite students to simply
enjoy the presentation, and
to admire the community’s
pieces and works of art.
Playlist-Creation Activity Following the presentation
25 minutes on the numerous fan works
associated with passerine, the
teacher introduces the
upcoming activity by
instructing students to access
its document (see Appendix
J). They specify that such a
task is meant to be
conducted individually, and
that students are allowed to
use pairs of headphones.
Thus, learners will have the
opportunity to listen to some
songs while working on the
completion of the handout.
The educator quickly goes
over the worksheet’s
instructions and responds to
students’ questions whenever
they raise their hand. Finally,
they mention that the
handout should be
completed before the
following lesson.
Throughout the activity, the
teacher frequently circles the
notetaking is not demanded,
students comprehend that
active listening is still
required.
While still sitting at their
respective desks, learners
rapidly access the Playlist-
Creation Activity through the
school portal. They listen to
the educator’s clear
guidelines and get ready to
work. If they possess
interrogations concerning
the activity, they simply raise
their hand, and voice their
thoughts when the teacher
signals them. Students
understand that such a task
must be completed
individually; thus, they stay
seated at their desk, and do
not complain. Once they get
the instructor’s approval, the
learners who have brought
their own pairs of earphones
get them out of their bags
and plug them into their
device. Students start
actively filling in the handout
in silence, comprehending
that it must be done before
the next lesson.
40
art forms are more ‘official’ and
validated.
Because this lesson takes place
right after the Summative
Assessment, the teacher really
wants to establish a relaxed
and comforting space, so that
students can simply enjoy the
activities and focus on how fun
and entertaining they are.
Creating playlists might
encourage students to get
more organized in their media
consumption. Additionally,
creating playlists constitutes an
authentic, ‘real-world’
experience that many
teenagers and young adults go
through daily. Exploring
streaming applications in
search of specific songs to fit
with passerine’s themes might
also introduce students to new
genres and/or artists.
Creating a musical atmosphere
for the story permits learners to
get transported straight into
the world of passerine, which
consequently allows them to
better understand and
examine it throughout their
reading sessions.

classroom to monitor
students’ progress and
participation. Additionally,
they offer supplementary
guidance and respond to
students’ questions when
needed.
Closure/Wrap-Up: To conclude this eighth
Reading Session lesson, the instructor first
15 minutes summarizes the elements and
themes that were explored
during the class. As well, they
notify students about the
following class, specifically
mentioning that it will focus
on the difficult task of
separating an artist/creator
from their works. Lastly, they
remind students that, before
the following lesson, the
Reflection and the Playlist-
Creation Activities should be
finished, and that the sixth
chapter of passerine should
be read.
Then, they ask students to
continue reading passerine in
silence. They add that
students may listen to some
music while doing so.
Whenever they wish to ask
any sort of questions,
learners solely raise their
hand, and wait for the
educator to visit them at their
place.
Students attentively listen to
the educator’s reminders
and summaries. They note
that both the Reflection and
the Playlist-Creation Activity
handouts should be entirely
filled in before the next
lesson, considering they will
constitute elements of
learners’ portfolios. They
remember that they should
read the sixth chapter of
passerine for the next class.
Students also start thinking
about the following class’s
contents and attempt to
decipher which activities
might be conducted
throughout such a period. In
silence, students continue
reading passerine until the
bell rings. If they have a pair
of headphones and they
wish to use it, they may listen
to some music while reading.
41
Considering the educator
seeks to develop students’
autonomy by making them
finish a multitude of handouts
by themselves at home,
constant reminders are
essential, beneficial, and
necessary.
Organizing reading sessions
during class time promotes
and encourages the act of
reading itself, which may make
students feel more motivated
and determined. As well, it
helps them develop their
reading skills and abilities.
Some students may prefer
reading while listening to
music, as it creates a particular
atmosphere or ambience, and
permits them to jump right into
the text they are in the process
of analyzing.
Name of the teacher Cynthia Riley
42
Title of lesson IX Separating the Author from the Artwork: Grade Grade 11 (Sec. 5)
Problematic and Controversial Actions in level Secondary, Cycle 2
Fanfiction Communities
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 2: Reinvests understanding of texts
Key Features
Broadens knowledge of texts
Constructs meaning of texts
Carries out a reinvestment task
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Solves problems
Exercises critical judgement
Uses creativity
Cooperates with others
Communicates appropriately
BAL
Media Literacy
Evaluation Criteria:
No summative assessment will take place during this lesson
Students will be formatively evaluated throughout this lesson’s activities
Students’ active participation will be observed (i.e., during the presentation, during the
different tasks at hand, etc.)
Students’ collaboration skills will be observed (i.e., during the Analysis Activity)
Students’ argumentation skills will be observed and noted (i.e., during the Analysis and
Review Activities)
The addition of the handouts associated to the Reflection, the Analysis, and the Review
Activities will be required in the portfolio
Learning Objectives General Objectives:
Students will be more familiar with well-known and documented controversies across
general fanfiction communities
Students will practice their critical thinking and judgement skills
Learners will evaluate certain situations and take positions
Specific Objectives:
 43

Learners will further comprehend the ethical and moral difficulties attached to the act
of separating an author from their works
Students will understand that things are not always ‘black or white,’ and that taking
positions is often incredibly tricky, as ‘morally grey areas’ also exist
Students will understand that some works/authors are supported for the wrong
reasons, thus leading to the spread of discrimination and misinformation
Resources Simmons. (2018, November 29). Fanfiction: Fanfiction controversies. Simmons College Library
and Information Sciences. https://simmonslis.libguides.com/c.php?g=889351&p=6436199

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.
https://archiveofourown.org/works/28755084?view_full_work=true

XXXbloodyrists666XXX (reposted by xXMidnightEssenceXx). (2011). Harry Potter fanfiction.

FanFiction.net, 16 March. https://www.fanfiction.net/s/6829556/2/My-Immortal

Required/Materials & Computer

Aid Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation
Handout for the Reflection Activity
Handout for the Analysis Activity
Handout for the Review Activity

Problems & Solutions
Students refuse to take a certain position during the Review Activity: The teacher will
indicate that the goal of the exercise is not necessarily to take a position, but rather to
think of the implications that come with supporting a controversial figure. Thus, if
students do not wish to take a specific position, they could indicate that they would
prefer situating themselves in a ‘morally grey area’ instead. They would still need to
provide explanations behind their choice.
Learners do not understand the relevancy of learning about controversies in fanfiction
communities: The educator could specify that controversies exist in all sorts of
communities, fanfiction-related ones or not, and that they ultimately shape the way we
view certain individuals and/or their works. Though learning the ones associated with
general fanfiction communities might be considered ‘niche,’ it still demonstrates that
 44

controversies unfold in all types of areas, online or not, and that we are constantly
confronted with moral and ethical decisions and choices.
Schedule Reflection Activity [15 minutes]: In silence, students will answer questions related to the
sixth chapter of passerine.
Presentation on controversies in the general fanfiction community [10 minutes]: A short
presentation on certain fanfiction controversies will occur. This presentation will be
based on Simmons’ work. The teacher will specifically mention the case of My
Immortal’s author and will present its paradox (even if its author is problematic, and
that its text is full of mistakes and does not make any sense, My Immortal is still known
to be one of the most popular fanfictions in the entire world).
Analysis Activity [15 minutes]: Students will work on a worksheet. Such a worksheet will
illustrate a fictional scenario, displaying a fanfiction author’s controversies. In pairs,
learners will discuss the given controversies, and will determine why or why not they
believe the controversies in question are justifiable or not.
Review Activity [15 minutes]: Individually, learners will then stipulate if, based on the
controversies analyzed during the previous task, they would personally still support
and follow the creator in question. They would provide reasonings as to why or why not
and would determine the major factors and influences behind their opinions.
Reading session [15 minutes]: Students will have the opportunity to continue reading
passerine in class.
Homework Complete the Reflection Activity
Complete the Analysis Activity
Complete the Review Activity
Read the seventh and final chapter of passerine
Add the documents/notes pertaining to the Reflection, the Analysis, and the Review
Activities to the portfolio
Name of the teacher Cynthia Riley
45
Title of lesson X SAD-ist’s Sunsprite’s Eulogy & Portfolio- Grade Grade 11 (Sec. 5)
Building Reflection Assessment level Secondary, Cycle 2
Subject Enriched English as a Second Language Topic passerine and the Fanfiction
World in Learning Spaces
QEP Subject Area ESL Competencies:
Competencies Competency 1: Interacts orally in English
Key Features
Engages in oral interaction
Constructs meaning of the message
Competency 2: Reinvests understanding of texts
Key Features
Constructs meaning of texts
Carries out a reinvestment task
Competency 3: Writes and produces texts
Key Features
Uses the writing and production processes
Regulates own development as writer and producer
Cross-Curricular Competencies/Broad Areas of Learning:
CCC
Uses information
Exercises critical judgement
Uses creativity
Adopts effective work methods
Achieves their potential
Communicates appropriately
BAL
Media Literacy
Evaluation Criteria:
An ongoing summative assessment will take place during this lesson (i.e., the Portfolio-
Building Reflection Activity)
Students will be evaluated on the following: the completion of all handouts required,
the construction of their ideas/arguments/thoughts, the pieces selected, the
reasonings behind the selection, and the reflections associated with the overall
portfolio project
Students’ thoughts on the overall long-term plan, displayed throughout the class
discussion, will also be noted
Learning Objectives General Objectives:
Students will finish the long-term plan
 46

Students will comment on the overall unit with their peers and the educator
Students will get some time to work on the Portfolio-Building Reflection Activity in class
Learners will be more familiar with the upcoming projects and lessons
Specific Objectives:
Learners will get the opportunity to conclude the unit with their peers and their teacher
through a group conversation
Students will reflect upon their progress through the Portfolio-Building Reflection
Activity, thus enabling them to look at and comment on their hard work
Learners will learn more about the continuation of the portfolio project, namely its
expectations, content, and deadlines
Students will be more familiar with the themes of the following lessons, which will
adequately prepare them for the upcoming content
Resources SAD-ist. (2021, May 21). “Sunsprite’s eulogy” | passerine animatic [Video]. YouTube.
https://youtu.be/0gpFsnCz3HQ?t=20

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.
https://archiveofourown.org/works/28755084?view_full_work=true

Required/Materials & Computer

Aid Projector
Laptops (one per student; from a trolley)
Access to Wi-Fi
Access to Internet
Access to the YouTube application
Access to the Google Slides application
Google Slides presentation
Handout for the Reflection Activity
Handout for the Portfolio-Building Reflection Assessment

Problems & Solutions
Technological problems occur (i.e., the projector and/or computer does not work, Wi-
Fi issues take place, the Youtube/Google Slides application is down, etc.): In case the
Wi-Fi would stop functioning, the educator could bring physical copies of the
Reflection Activity handouts and the Sonic the Hedgehog comics. Concerning the
Portfolio-Building Reflection Activity, since Internet is required, as all documents are
online, the assessment could take place the following lesson, instead.
Students feel intimidated by the upcoming lessons and project: The instructor could
reassure them and notify them that this is only the beginning of the next unit, and that
students will have plenty of time to develop and think about their ideas. The educator
could also reinforce that, considering the end of the year would be approaching, the
 47

rest of the course would be easier, as the evaluations and activities related to the
analysis of the Sonic the Hedgehog comics would count for less marks, and would take
less time and efforts than the tasks presented during this present long-term plan.
Schedule Reflection Activity [15 minutes]: In silence, students will answer questions related to the
seventh and final chapter of passerine.
Class discussion/final thoughts [10 minutes]: Students will have the opportunity to
comment on the overall unit with their classmates and their instructor. Learners will be
asked to talk about what they enjoyed, what they found particularly challenging, what
they did not necessarily appreciate/find relevant, and what they learned from the ten
lessons. Such a discussion will allow the educator to get a global evaluation of their
long-term plan, and permit the students to reflect on important takeaways, which could
be useful to them in the near future.
Presentation on the upcoming project and lessons [10 minutes]: The teacher will
shortly introduce the themes and content that will figure in the following lessons,
specifically the continuation of the portfolio project, as well as the focus on comic
books and graphic novels. For instance, throughout the rest of the year, learners will
have to create a presentation on their favourite aspect of passerine, and provide
audiovisual examples (i.e., videos, songs, animation clips, fanarts, etc.) that were not
employed during the unit. The comic analyses will concentrate on issues of the Sonic
the Hedgehog comics and will elaborate on the importance of characterization in
fictional works.
Portfolio-Building Reflection Activity and Conclusion [35 minutes]: Students will
compile all missing documents/handouts/notes that were explored throughout the unit
and will reflect upon their participation and their progress. More specifically, they will
select the pieces they are the proudest of and will explain their decisions in short
paragraphs. Considering they will also need to start thinking on their final project, they
will then have time to further develop their ideas and to select the element from
passerine they may wish to focus on during their presentation.
Homework Complete the Reflection Activity
Complete the Portfolio-Building Reflection Activity
Add the Reflection and Portfolio-Building Reflection Activities to the portfolio
Start thinking about the final project
 48

References

Alberto, M. (2021). Exploring how fans use platforms: A platform studies approach to fan studies

projects. In Booth, P., & Williams, R. (Eds), A fan studies primer: Method, research,
ethics (pp. 239-254). University of Iowa Press.

Alexander, J. (2021, January 14). From fanfiction to Netflix hits. The Verge.

https://www.theverge.com/2021/1/14/22215052/wattpad-authors-fanfiction-netflix-hulu-

streaming-movies-romcom-teen-drama

alioof music [Username]. (2021, March 27). Dream SMP: The musical // The war of L’Manberg

[Video]. YouTube. https://youtu.be/zt3RArSORlU

AO3. (n.d.). Archive of our own. Archive of our own. https://archiveofourown.org/

breeeliss [Username]. (2018). Quick guide to fanfiction etiquette: i.e., what are unacceptable

ways of interacting with fics? Tumblr.

https://breeeliss.tumblr.com/post/162750043359/quick-guide-to-fanfiction-etiquette

Bruns, C. V. (2021). Stinging or soothing: Trigger warnings, fanfiction, and reading violent texts.

The Journal of Aesthetic Education, 55(3), 15-32

Cowley, J., Lunny, J., Prentice, N., & Waseem, S. (n.d.). Classroom activities. Fanfiction for

literacy [Google Sites]. https://sites.google.com/a/ualberta.ca/fanfiction-for-

literacy/resources/classroom-activities

cyno !! [@ccynosaur]. (2021, April 30). I will love you forever [Digital art]. Twitter.

https://twitter.com/ccynosaur/status/1388173310165454854

Derivakat [Username]. (2021, June 11). Last goodbyes—Derivakat [passerine original song]

[Video]. YouTube. https://youtu.be/7GpMn7jxBTs

Dream SMP Live Action [Username]. (2021, August 15). [Dream SMP war] | Live action first
 49

SAD-ist video re-creation [Video]. YouTube. https://youtu.be/vnZOXae_bWk

fandom trash [@sunnydoodlingiguess]. (2021). passerine: chapter 1: like a fox to a burrow (like

an eagle to an aerie) [Digital art]. Tumblr.

https://sunnydoodlingiguess.tumblr.com/post/651497179454832640/passerine-chapter-1-
like-a-fox-to-a-burrow-like

fandom trash [@sunnydoodlingiguess]. (2021). passerine: chapter 2: like carillon bells (the

house of Augustus rings) [Digital art]. Tumblr.

https://sunnydoodlingiguess.tumblr.com/post/650506113981218816/passerine-chapter-2-
like-carillon-bells-the

Fesenmeier, D. J. (2015). Legitimacy of fan fiction. Line by Line: A Journal of Beginning Student

Writing, 1(2), 1-11

golden rädio [Username]. (2021, November 9). A dark academia playlist to paint to [Video].

YouTube. https://www.youtube.com/watch?v=IhDyr9yFV-I

golden rädio [Username]. (2021, November 9). a dark academia playlist to read to [Video].

YouTube. https://youtu.be/SdqKdfaCOQc

golden rädio [Username]. (2021, November 9). a dark academia playlist to relax to [Video].

YouTube. https://youtu.be/yel9b7DBaCE

golden rädio [Username]. (2021, November 9). a dark academia playlist to write to [Video].

YouTube. https://youtu.be/rbgJ6uSXDwg

Knp!!! [Username]. (2021, June 18). Just a bad dream || SBI animatic || Passerine [Video].

YouTube. https://youtu.be/_o89E7sFKiw

Lilac [@Lilacsolc_]. (2021, April 28). Passerine fanarts [Digital art]. Twitter.

https://twitter.com/Lilacsolc_/status/1387547075181641729/photo/3

Lipton, J. D. (2020). Specific fair uses: Parody, fanfiction, and educational use. In Law and
 50

authors: A legal handbook for writers (pp. 80-97). University of California Press.
https://doi-org.proxy3.library.mcgill.ca/10.1525/9780520972247-007

Minkel, E. (2015, March 25). From the Internet to the Ivy League: Fanfiction in the classroom.

The Millions. https://themillions.com/2015/03/from-the-internet-to-the-ivy-league-

fanfiction-in-the-classroom.html

MSGO Creations. (2021, September 18). Экранизация «Passerine» - Первая глава |

DreamSMP Minecraft original serial | MSGO Creation [Video]. YouTube.

https://youtu.be/NHyELqU6Diw?t=14

Nielsen, E. J. (2021). The iconography of fan art. In Booth, P., & Williams, R. (eds), A fan

studies primer: Method, research, ethics (pp. 207-222). University of Iowa Press.

Riley, C. (2022, April 1). Fanfictions in other fan fields—presentation [Slides]. Google Slides.

https://docs.google.com/presentation/d/17T5UIMGqbBF1hossLTGuTVeaVMJYK0vz_3J
r_K6JeXU/edit?usp=sharing

Riley, C. (2022, March 30). Fanfiction in the classroom—presentation [Slides]. Google Slides.

https://docs.google.com/presentation/d/1p0K3Ssh-
KFPdfYbgh46zsqyrhLxNQkWlaNGv8GRjQf8/edit?usp=sharing

Riley, C. (2022, April 1). Guided review—presentation [Slides]. Google Slides.

https://docs.google.com/presentation/d/1wLz2FqMoGdf9wgL7McUVHfNNjgoDrojtmh5
AfhHIJjE/edit?usp=sharing

SAD-ist. (2021, May 21). “Sunsprite’s eulogy” | passerine animatic [Video]. YouTube.

https://youtu.be/0gpFsnCz3HQ?t=20

SNEAKIE MINECRAFT [@UpS1gbT3f7op3Dr]. (2021, April 28). Two passerine fanarts

[Digital art]. Twitter.

https://twitter.com/UpS1gbT3f7op3Dr/status/1387534364683247620

SNEAKIE MINECRAFT [@UpS1gbT3f7op3Dr]. (2021, May 21). Collection of passerine

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fanarts [Digital art]. Twitter.

https://twitter.com/UpS1gbT3f7op3Dr/status/1395810998280409097

Simmons. (2018, November 29). Fanfiction: Fanfiction controversies. Simmons College Library

and Information Sciences.

https://simmonslis.libguides.com/c.php?g=889351&p=6436199

thcscus (blujamas). (2021). “passerine.” Dream SMP fan fiction. Archive of Our Own, April 04.

https://archiveofourown.org/works/28755084?view_full_work=true

xin’s space [@mangdreams]. (2021, April 30). Passerine fanart [Digital art]. Tumblr.

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lose-everything

XXXbloodyrists666XXX (reposted by xXMidnightEssenceXx). (2011). Harry Potter fanfiction.

FanFiction.net, 16 March. https://www.fanfiction.net/s/6829556/2/My-Immortal

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YouTube. https://youtu.be/6z3pW1X4_1I
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Appendix A

Name:_______________________________ Group:__________ Date:__________________

Reflection Activity #1: like a fox to a burrow (like an eagle to an aerie)

Now that you have read the first chapter of passerine, please answer the following:

1. What do you think the voices represent? What is their purpose? What do they
mean?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why does immortality seem to be a burden to Philza and Technoblade?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Why does Technoblade feel betrayed by Philza?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. If you were in his shoes, would you also feel angry?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 53

Appendix B
 54

Appendix C

Name:_______________________________ Group:__________ Date:__________________

Summary Activity

Your best friend Your grandmother Your neighbour A group of six-year-old

children
Your friend’s parents A duo of strangers A fan of the text A university professor

1. Choose one prompt from the table above. Circle/Highlight it. Then, summarize the
first chapter of passerine based on the interlocutor(s) you have chosen.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why did you write your summary this way? What factors influenced your manner of
speech and/or your structure?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Appendix D

Name:_______________________________ Group:__________ Date:__________________

Reimagination Activity

Philza has forgotten The story is set in Wilbur and Tommy do Philza’s request is
about Technoblade modern times not exist totally different
The world is Technoblade and Wilbur and Tommy are The voices do not exist
underwater Philza never met older

1. Choose one prompt from the table above. Circle/Highlight it. Then, rewrite a
specific scene from the first chapter of passerine based on the prompt you have
chosen.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Is there a particular reason as to why you selected this prompt? How do you think
such a prompt would modify the upcoming events in the story?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 56

Appendix E

Name:_______________________________ Group:__________ Date:__________________

Reflection Activity #4: my birds of a kind (they more and more are looking like
centurions)

Now that you have read the fourth chapter of passerine, please answer the following:

1. Illustrate one scene in which Wilbur visibly loses control over the voices’ power.

______________________________________________________________________________
______________________________________________________________________________

2. Tommy notices the scratch marks on Wilbur’s neck during the king’s
announcement. What could they represent/entail?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. “Morning glories. They wilt the same day that they bloom, lasting only until the sun
sets. Maybe less, now that you’ve picked them.” How do the shopkeeper’s words
represent foreshadowing?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Why does Tommy cry before entering the tent?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. “This was not his element. This was not where he belonged.” Explain Techno’s
internal conflict during war. Does he end up following the voices or Wilbur’s orders?
 57

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Why did the war god decide to attack Blue Valley? What was his motive?

______________________________________________________________________________
______________________________________________________________________________

7. Why did Wilbur break his promise? What did he wish to accomplish?

______________________________________________________________________________
______________________________________________________________________________

8. Why did Philza come back at that exact moment? How could his presence shape
the future events of passerine?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

9. Perspective shifts happen throughout this chapter. What is their purpose?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

10. Who are Tubbo (the seventeen-year-old archer), Nikki (the shopkeeper), and
Captain Puffy (the army’s captain)? Why were they not properly introduced?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 58

Appendix F
 59

Appendix G

Name:_______________________________ Group:__________ Date:__________________

Brainstorming Activity

Tommy Wilbur Technoblade Philza War god

(Sapnap)

1. Select one character from the list above. Encircle/Highlight him. Specify why you

chose him.

______________________________________________________________________________

______________________________________________________________________________

2. List some things he has done that could be deemed ‘morally wrong:’

______________________________________________________________________________

______________________________________________________________________________

3. List some things he has done that could be deemed ‘morally right:’

______________________________________________________________________________

______________________________________________________________________________

4. What are his views concerning the story’s conflicts (i.e., the Empire family, the

upcoming war, his duties, etc.)?

______________________________________________________________________________

______________________________________________________________________________
 60

5. Overall, what makes this character a good portrayal of effective characterization?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6. Now discuss the previous points with your peers. Jot down some of your

classmates’ ideas and thoughts to help you develop your argument.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. Finally, what will your thesis statement be in your essay? Who will you defend?

Why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 61

Appendix H
 62

Appendix I

Name:_______________________________ Group:__________ Date:__________________

Reflection Activity #5: pushing the spear into your side (again and again and
again)

Now that you have read the fifth chapter of passerine, please answer the following:

1. Connect the following quote to the events of passerine: “People mourned the
beauty of a wilting rose, but an unblooming bud would give a quieter heartache.”

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why did Technoblade wish he had never met Philza, Wilbur, and Tommy? Do you
think he genuinely believes himself?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. “It would be easy for you, wouldn’t it?” What does Wilbur mean?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Why are both Wilbur and Technoblade surprised when Technoblade does, indeed,
punch him? How does that display Technoblade’s character development?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 63

5. What does make Technoblade finally cry/break down after Tommy’s death? Why
does seeing his pupil this way make him this emotional?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Quote one sentence/a paragraph that demonstrates Techoblade’s love for Philza
and/or Wilbur and/or Tommy well.

______________________________________________________________________________
______________________________________________________________________________

7. Wilbur reveals the following to his father: “I saw you everywhere. In the paintings, in
the garden, down every hallway. In Tommy’s eyes. In Techno’s words. (…) But what’s
strange is that I never saw you in me.” Based on the previous chapters, why is that so?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

8. Why is Wilbur glad that he ‘never was a child?’ How did this perspective influence
the king he became?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 64

Appendix J

Name:_______________________________ Group:__________ Date:__________________

Playlist-Creation Activity

1. It’s now your turn to create a playlist for passerine! Imagine that passerine is being
adapted into a movie soon, and that you are in charge of creating its soundtrack.
Choose at least five songs, describe them, and explain your reasonings!

Song #1:__________________________________________ Artist(s):___________________

Describe your first song (i.e., its lyrics, its melody, its background, its creators, etc.):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why did you choose this song? Circle/Highlight the reason(s) and explain them.

Melody Ambience/atmosphere Lyrics Creators/background

Other (specify):________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Song #2:__________________________________________ Artist(s):___________________

Describe your second song (i.e., its lyrics, its melody, its background, its creators,
etc.):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 65

Why did you choose this song? Circle/Highlight the reason(s) and explain them.

Melody Ambience/atmosphere Lyrics Creators/background

Other (specify):________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Song #3:__________________________________________ Artist(s):___________________

Describe your third song (i.e., its lyrics, its melody, its background, its creators, etc.):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why did you choose this song? Circle/Highlight the reason(s) and explain them.

Melody Ambience/atmosphere Lyrics Creators/background

Other (specify):________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Song #4:__________________________________________ Artist(s):___________________

Describe your fourth song (i.e., its lyrics, its melody, its background, its creators, etc.):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why did you choose this song? Circle/Highlight the reason(s) and explain them.
 66

Melody Ambience/atmosphere Lyrics Creators/background

Other (specify):________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Song #5:__________________________________________ Artist(s):___________________

Describe your fifth song (i.e., its lyrics, its melody, its background, its creators, etc.):

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why did you choose this song? Circle/Highlight the reason(s) and explain them.

Melody Ambience/atmosphere Lyrics Creators/background

Other (specify):________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Finally, please put this short playlist on a streaming platform (i.e., Spotify, Apple
Music, YouTube Music, etc.). Make it public and share its link/url here!

Link to my playlist:_____________________________________________________________