Implementation Guide

This guide covers the practical logistics of running Narrative Crossroads in a secondary ELA classroom.

Before You Begin

Teacher Preparation

You don’t need to be a gamer. Narrative Crossroads uses simplified mechanics designed for educational contexts. If you’ve never played a TTRPG, you can still run this effectively.

What helps:

  • Familiarity with the text you’re teaching
  • Comfort with facilitation (you already do this)
  • Willingness to improvise within structure

Materials Needed

  • Text being studied (students should have read relevant sections)
  • Character Frame worksheets (one per student or group)
  • Dice (standard six-sided dice work fine; one set per table)
  • Crossroads scenario (teacher-prepared or from modules)
  • Debrief reflection prompts

Time Required

Format Minimum Time Recommended
Single crossroads, quick debrief 30 minutes 45 minutes
Full session with character framing 45 minutes 60 minutes
Extended module (multiple crossroads) 90 minutes Split across 2 days

Session Structure

Phase 1: Frame the Character (15-20 min)

Before any roleplay, students analyze the character they’ll be playing.

Individual or small group work:

  1. Identify the character — Who are we analyzing today?
  2. Complete the Character Frame:
    • What does this character want? (textual evidence required)
    • What does this character fear?
    • What values or rules guide this character?
    • What resources or limitations does this character have?

Teacher moves:

  • Circulate and push for textual evidence
  • Challenge vague claims (“Where do you see that in the text?”)
  • Note interesting interpretations to surface in debrief

Phase 2: Present the Crossroads (5 min)

The teacher (as GM) describes the scenario:

“We’re at the moment in Chapter 7 where [character] has just learned [information]. They’re standing in [location]. In front of them is [choice/obstacle]. What do you do?”

Key elements:

  • Ground it in a specific textual moment
  • Present a genuine decision point
  • Make stakes clear
  • Leave the choice open

Phase 3: Play the Crossroads (15-25 min)

Basic mechanic:

  1. Player describes what their character attempts
  2. If outcome is uncertain, roll a die:
    • High roll (5-6): Success — it works as intended
    • Middle roll (3-4): Partial success — it works, but with a complication
    • Low roll (1-2): Failure — it doesn’t work, or works with serious consequences
  3. GM narrates the outcome
  4. Continue until the crossroads resolves

Teacher as GM:

  • Ask clarifying questions: “How exactly do you do that?”
  • Push for character consistency: “Would [character] really do that? Based on what?”
  • Introduce complications that deepen analysis
  • Keep the focus on character reasoning, not “winning”

Variations:

  • Whole class: One student plays the character; others advise or challenge
  • Small groups: Multiple tables, each with a student GM
  • Partner work: Pairs roleplay dialogue between two characters

Phase 4: Debrief (10-15 min)

The debrief is where learning crystallizes. Don’t skip it.

Discussion questions:

  • How did your choice compare to what the character actually does in the text?
  • What did the roleplay reveal that you hadn’t considered before?
  • What textual evidence supports or complicates your interpretation?
  • If you could replay the crossroads, would you choose differently? Why?

Written reflection options:

  • Quick-write: “One thing I understand about [character] now that I didn’t before…”
  • Analytical paragraph connecting roleplay to textual evidence
  • Comparison: “My interpretation vs. the author’s choice”

Classroom Management

Grouping

Group Size Best For
Whole class Teacher modeling, high-stakes moments, shared experience
4-5 students Standard play; one GM + players
Pairs Low-stakes practice, dialogue scenes, ML scaffolding

Noise Level

TTRPG-based activities are louder than silent reading. Set expectations:

  • “Game voice” vs. “discussion voice”
  • Signal for attention (raised hand, bell, etc.)
  • Clear transitions between phases

Student GMs

After modeling, students can GM for small groups. Benefits:

  • Develops close reading (GM must know the text)
  • Builds leadership and facilitation skills
  • Frees teacher to circulate and assess

Train student GMs on:

  • Asking “What do you do?” and waiting
  • Calling for rolls at appropriate moments
  • Keeping the table focused on the text

Assessment

Formative Assessment During Play

Observe and note:

  • Quality of textual evidence in Character Frames
  • Consistency between stated character traits and roleplay choices
  • Depth of reasoning when challenged

Summative Options

Assessment What It Measures
Character Frame worksheet Close reading, evidence gathering
Debrief reflection Analytical thinking, self-assessment
Analytical essay Transfer to traditional academic writing
Recorded roleplay + commentary Performance + metacognition

Connecting to Standards

Narrative Crossroads supports ELA standards including:

  • Cite textual evidence to support analysis (CCSS.ELA-LITERACY.RL.9-10.1)
  • Analyze character development (CCSS.ELA-LITERACY.RL.9-10.3)
  • Participate in collaborative discussions (CCSS.ELA-LITERACY.SL.9-10.1)

Troubleshooting

“Students aren’t taking it seriously”

  • Tighten the magic circle: clearer boundaries, explicit “we’re in the game now”
  • Increase stakes in the scenario
  • Model the tone you want

“One student dominates”

  • Structured turn-taking: “Going around the table…”
  • Smaller groups
  • Assign roles: spokesperson, note-taker, devil’s advocate

“Students just do random things”

  • Enforce the Character Frame: “Is that consistent with what you wrote about [character]’s values?”
  • Require justification before rolling
  • Pause and redirect: “Interesting. How does the text support that choice?”

“I don’t know what to do when they go off-script”

  • Improvise within the text’s logic
  • Ask: “What would actually happen if [character] did that?”
  • It’s okay to say: “Let’s pause and check the text”

Next Steps