Standards Alignment

Narrative Crossroads supports multiple Common Core State Standards. This page provides explicit mappings to help educators justify implementation and document standards coverage.

Reading Literature Standards

Character Analysis

Standard How NC Addresses It  
CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision Students make narrative decisions based on character understanding; the Character Frame worksheet requires textual evidence for character traits
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot Roleplay at threshold moments requires students to embody character development; debrief connects choices to character arc
CCSS.ELA-LITERACY.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story Comparison between student roleplay choices and author’s actual choices surfaces authorial decision-making

Textual Evidence

Standard How NC Addresses It  
CCSS.ELA-LITERACY.RL.8.1 Cite textual evidence that most strongly supports an analysis Character Frame worksheet requires citations for skill assignments and character motivations
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn Debrief discussion requires students to justify roleplay choices with textual evidence
CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence, determining where the text leaves matters uncertain Threshold moments are selected precisely where texts leave character choices uncertain

Theme and Meaning

Standard How NC Addresses It  
CCSS.ELA-LITERACY.RL.8.2 Determine a theme and analyze its development; provide an objective summary Debrief connects character decisions to thematic concerns
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme and analyze in detail its development, including how it emerges and is shaped by specific details The final interview question (“Who are you?”) requires synthesis of character identity and theme

Writing Standards

Narrative Writing

Standard How NC Addresses It  
CCSS.ELA-LITERACY.W.8.3 Write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences Character journals document roleplay experiences; alternative ending development extends narrative skills
CCSS.ELA-LITERACY.W.9-10.3 Write narratives with well-chosen details and well-structured sequences that build toward a particular tone and outcome Roleplay requires students to construct narrative sequences with consequences

Argumentative Writing

Standard How NC Addresses It  
CCSS.ELA-LITERACY.W.8.1 Write arguments to support claims with clear reasons and relevant evidence Debrief writing requires students to argue for their interpretation with textual evidence
CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics, using valid reasoning and relevant evidence Comparative analysis essays connect roleplay experience to analytical argumentation

Speaking and Listening Standards

Collaborative Discussion

Standard How NC Addresses It  
CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly Core gameplay requires real-time collaborative discussion; students build on peer contributions
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in collaborative discussions, coming to discussions prepared and referring to evidence Character Frame preparation ensures students come to gameplay with textual grounding
CCSS.ELA-LITERACY.SL.11-12.1 Work with peers to promote civil, democratic discussions and decision-making Group decision-making during gameplay models democratic discourse

Presentation

Standard How NC Addresses It  
CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner Character interview component requires focused presentation of character perspective
CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly and concisely Debrief presentations connect roleplay to analytical findings

Language Standards

Vocabulary

Standard How NC Addresses It  
CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown words and phrases Gameplay creates authentic context for vocabulary acquisition; rulebook and character sheet interaction reinforces academic vocabulary
CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify meaning using context clues, word parts, and reference materials Narrative context supports meaning-making for unfamiliar terms

Language Use

Standard How NC Addresses It  
CCSS.ELA-LITERACY.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening Register shifting between character voice and analytical discussion develops language flexibility
CCSS.ELA-LITERACY.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts Character voice vs. debrief voice demonstrates context-dependent language use

Assessment Alignment

Each NC assessment option addresses specific standards:

Assessment Primary Standards
Character Frame worksheet RL.1 (evidence), RL.3 (character analysis)
Gameplay participation SL.1 (collaborative discussion), SL.4 (presentation)
Character journal W.3 (narrative writing), L.3 (language use)
Debrief reflection RL.1 (evidence), W.1 (argumentation)
Comparative analysis essay RL.3 (character), W.1 (argumentation), W.9 (evidence)
Audio/video character interview SL.4 (presentation), SL.6 (formal/informal register)

Documentation Template

Use this template to document standards coverage for lesson plans or administrator review:

NARRATIVE CROSSROADS STANDARDS DOCUMENTATION

Text: _______________________
Module/Scenario: _______________________
Date(s): _______________________

STANDARDS ADDRESSED:

Reading Literature:
☐ RL._.1 (Textual Evidence)
☐ RL._.2 (Theme)
☐ RL._.3 (Character Analysis)

Writing:
☐ W._.1 (Argumentation)
☐ W._.3 (Narrative)

Speaking & Listening:
☐ SL._.1 (Collaborative Discussion)
☐ SL._.4 (Presentation)

Language:
☐ L._.3 (Language Conventions)
☐ L._.4 (Vocabulary)

ASSESSMENT EVIDENCE:
_______________________________________
_______________________________________

NOTES:
_______________________________________

Michigan-Specific Notes

Michigan adopted the Common Core State Standards for ELA in 2010. The standards above apply directly. Additionally, Narrative Crossroads supports Michigan’s Social-Emotional Learning Competencies:

SEL Competency How NC Addresses It
Self-awareness Character Frame requires reflection on character identity
Self-management Gameplay requires managing impulses, staying in character
Social awareness Perspective-taking through character embodiment
Relationship skills Collaborative gameplay develops cooperation
Responsible decision-making Consequence-based gameplay models decision analysis

For Administrators

Narrative Crossroads is not an add-on or enrichment activity. It is an alternative instructional pathway to the same standards addressed by traditional literary analysis instruction.

Key points:

  • Standards-aligned — Explicit connections to CCSS for Reading, Writing, Speaking/Listening, and Language
  • Assessment-ready — Multiple formative and summative assessment options with clear rubric criteria
  • Research-supported — See Why It Works for evidence base
  • Differentiated — Built-in scaffolding for multilingual learners; see ML Scaffolding

Questions? Contact geoffrey@geoffreysperl.com