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:
- Identify the character — Who are we analyzing today?
- 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:
- Player describes what their character attempts
- 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
- GM narrates the outcome
- 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
- Character Analysis Tools — Worksheets and mechanics
- Modules — Ready-to-use scenarios for specific texts
- ML Scaffolding — Adaptations for multilingual learners