- Are the incidents real problems to be solved?
- Are the incidents relevant to the story?
- Are problems clearly defined?
- Are key questions used to determine what students know and what they need to know to conduct an enquiry?
- Is the studentsʼ sense of ownership engaged and does the story drive the solution?
- Do the incidents move the story along in a natural progression?
- Do they offer valuable insights into the story?
- Do incidents vary in how they occur?
- Do they allow for a variety of creative responses or products?
- Are incidents included that allow for in-depth research and investigation?
- Do they often include the element of surprise?
- Are the incidents designed to make characters think about their feelings, beliefs and attitudes, as well as to make decisions and solve problems? (affective and cognitive)
- Do they generate strong character interaction and development?
- Have teacher/students set criteria for quality work, with clear expectations for process and product? (structure before activity)
- Do the incidents tie in curriculum in a meaningful way, or have a defined objective that enhances the story?
- Are the curriculum content objectives listed?
- Are incidents designed by the students as well as the teacher?