Tabletop Gaming in the English Classroom

Pairing D&D with Literature to Promote Literacy

Game System Rules & Guide

Forward
The Players
The Materials
The Game
Character Information
Character Skills
Character Knowledge
Character Abilities
Combat
Equipment
Motives & Special Abilities
Ending the Game
Warrior Character Sheet
Ranger Character Sheet
Mage Character Sheet
Healer Character Sheet
Additional Resources & Contact

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Forward

The first version of Dungeons & Dragons was published in 1974. Since its inception, numerous other
systems have been published, most of which are direct adaptations from this original publication and its
subsequent iterations. In 2009, one of these systems under the name Pathfinder was released by Paizo
Publishing. While Pathfinder was initially published in a similar fashion to Dungeons & Dragonsand
still is to this dayPaizo also opted to release the system online as a free to use platform. The system
presented in this guide makes use of the original Pathfinder system as a baseline and point of reference;
however, this system implements heavily simplified mechanics and various alterations to make it more
suitable and accessible in an educational environment.

If you are weary of turning to a roleplaying system as an educational tool, we ask simply that you read
through this guide and attempt to see its merit. It is our belief that there is a potential for incredible
interactive storytelling that both educators and students can learn and grow from in doing so. If this is
your first time learning a roleplaying system, then you may at times become frustrated with the
intricacies of the system. We have attempted to mitigate any unnecessary confusion with explicit
examples to assist you in better understanding how the system works. Fortunately for you, the best way
to gauge understanding is by doing!

Thank you for your interest and consideration. If you have any questions at all about this system, do not
hesitate to make use of the various forms of contact listed at the end of this guide.

The Players
Gamemaster: As the teacher, you will be taking on the role of the Gamemaster. As such, it is your job
to prepare the story that your students will be interacting with. This includes the creation of NPCs (NonPlayable Characters), the environment (including the creation of maps), and the narrative that will guide
your lesson. Essentially, you are the storyteller. It is of the upmost importance that you prepare a
strong and engaging narrative for your students to interact with. This story can be influenced by
themes, motifs, and plots found in any text that students are already engaging with or be a direct
representation of the text itself. The most important thing to remember as a Gamemaster is that your
narrative must be able to react, adapt, and continue, based on the decisions that your students make
while interacting with it. As a starting point, it is highly encouraged that your stories be based directly
upon literary works that are currently being instructed. By doing so, you will be provided a wealth of
premade background information, plot points, and characters, which will significantly cut down on the
time required during the planning process and help remove the pressure of constantly needing to think
on your feet. The following system includes three premade stories with maps, characters, NPCs, and
tips for implementation. Each story is based upon literature from the canon and will be elaborated on
over the course of this guide.

NPC: Non-playable character is a term used to describe any character within the story that is not
controlled by your students. When using a template provided with this guide or when adapting your
own chosen text to work with this system, these characters will represent antagonists and other
supporting characters from the original text.

Characters: The characters that will be interacting with your story will be your students. This system
includes character sheets for four individual roles. It is recommended that you split your classroom into
four small groups to represent each of these characters respectively. The roles of these characters, as
well as the mechanics and rules by which they are bound, will be explained in depth over the course of
this guide.

Note: Metagaming is a term used in the roleplaying community in reference to using player
knowledge to influence character action. With most systems, this is heavily frowned upon, as it
eliminates the disconnect between reality and fantasy. However, by allowing some Metagaming with
your students, you will be rewarding them for having read the text and using their understanding to
influence their decisions in the game.
Note: If you have experience acting as the Gamemaster for other roleplaying systems, there is one very
important difference to consider when making use of this system. You will need to make the conscious
effort to move away from Gamemaster versus Players to Educator with Students. In short, your primary
mission is not to create a scenario in which you try to kill off all of your players. While this may prove
relaxing for you on a stressful day, it will also destroy the educational benefits of this system.

The Materials
Maps: By presenting students with a map, a more tangible understanding of the world they are
interacting with can be achieved. While maps are not specifically required in most roleplaying systems,
they are an incredible tool in instructing the basic rules and mechanics of any system to new players. In
this game system, each map that your students will be playing on will consist of a series of square
spaces. Each square represents 5ft and movement through these squares is dependent on the
individual characters speed, as discussed later in this guide. Maps can be created on practically any
surface, including: overhead projectors, promethean boards, chalkboards, whiteboards, or even paper.
Each of the three introductory systems provided in this guide come accompanied with premade maps,
which can either be printed or displayed digitally to your students. At the end of this guide, a
introduction to creating your own maps is provided.

Dice: Unlike most traditional tabletop games, roleplaying systems tend to make use of various dice
beyond the traditional six-sided di that most players are already accustomed with. For the remainder of
this guide, these dice will be referred to with the notation D, followed by the numerical value of how
many sides the specific di has. For instance, the traditional six-sided di will be referred to as a D6, while
the twenty-sided di used for most roleplaying systems will be referred to as a D20. It is recommended
that you purchase a large bag of assorted dice in order to provide a more tactile experience for
students; however, if funds are not available, random generators for these dice can easily be found
online. A link to a reliable generator is provided in the Additional Resources section of this guide.

Character Sheets: Each character that your students will be taking the role of is provided with a
character sheet. This sheet consists of everything about the individual character and how they can
interact with your story. A breakdown of how to read and make use of these sheets will be provided
throughout this guide.

Character Markers: In order to keep track of where your NPCs and your students characters are during
the story, you will need something to mark their locations. Those who find themselves enthralled with
roleplaying systems usually have a large collection of miniatures for this very reason. However, any
small object (bottle caps, thumbtacks, etc.) will work just fine. For digital maps or projections of maps,
you can simply move small images that represent characters freely about the environment or mark
locations with post-it notes.

The Game
Confusion surrounding the way in which roleplaying systems are executed can often be attributed to a
misunderstanding of what is and what is not possible. Many may dismiss learning such a system by
claiming Its all made up or Its too complicated. In reality, the truth of how these systems are
executed lies somewhere in between these two statements. In order to truly understand how this
particular system is ran, it may prove beneficial to think of it in two stages: Open World and Initiative.
Open World can most easily be explained as exploration and discussion. Nearly every game that you will
run for your students will begin with an Open World environment. At the start of the game, you will
present your students with the first part of your narrative. This includes setting up the time,
environment, and location of the story that is about to unfold. For example, below is the opening
narrative to one of the three systems provided with this guide, which is built around Richard Connells
The Most Dangerous Game:
After your ship capsized, you awake on the shoreline of Ship-Trap Island. It is almost pitch black
and difficult to see your surroundings, but you hear the waves crashing around the sharp rocks
all around you. The air is humid and heavy as you suddenly recall hearing three gunshots from
the island before you fell unconscious.
With these introductions, it is important to provide your students with just enough information to point
them in the right direction. Giving away too much may spoil the fun and giving away too little may leave
them lost and unsure of what to do next. In order to combat the latter, it is also recommended that you
provide your students with a series of goals or objectives which they need to accomplish during the
game. For instance, below are the objectives for The Most Dangerous Game System:

1.) There are rumors that numerous men have gone missing on this island. Learn as much as
you can about the island and its inhabitants, namely a man by the name of General Zaroff.
2.) Survive for three days and four nights as you await transport off of the island.
3.) If you learn the cause for the rumors of men going missing, do everything in your power to
stop the disappearances from continuing.

By providing your students these objectives, you are presenting a scenario that will reinforce an
understanding of the original short story, offering them a task that mirrors the original storys
conclusion, and giving them just enough intrigue to hook them into your narrative. Learning how to
appropriately introduce your stories is somewhat of an art form that may take time to master, which is
another reason why adaptations of pre-existing texts are recommended. The important thing to
remember is that every game is a learning experience for both you and your students.

At this time, you will present the map for the system to the students and place their character markers
in their starting location. This location is determined by you and can be any 5ft square on the map.
Below is the initial map for Ship-Trap Island in The Most Dangerous Game System.

As you may note, this map was created by pulling from specific descriptions of the island provided in the
original story: Blue is water, Tan is land, Brown represents the sharp rocks against the coastline and
various hills around the island, Red represents the swamp on the south-east section of the island, and
the grey section near the middle of the island is where General Zaroff and Ivan reside.
Note: Make sure to always be aware of what your students can and cannot see. For instance, if they are
on the shoreline in the pitch black night, they cannot yet see Zaroffs residence which is nearly 100ft
away and covered by a tree-line.

Following this introduction, it will now be your students turn to interact with and tell the story. Below
are tables taken from the character sheet for the Warrior class, which will be used as examples in
discussing what students are capable of doing during the Open World stage of the game. As you are
reading, you may find it beneficial to refer to the other character sheets at the end of this guide and
take note of differences between the four characters.

Character Information

The first section of the character sheet, in the upper left hand corner, provides students with general
information about their character:

Class: For the sake of this system, this is simply used as nomenclature to identify
different characters and help with the organization of materials.
Speed: This will be the first variant between the four characters and is used to
determine how fast a character can move. The Warrior can move a total of 20ft in one
round, due in part to his heavy armor, whereas the nimble Ranger can move 30ft a
round, but is more vulnerable to attacks due to her lighter armor. As each square on
your map is representative of 5ft, the warrior can move an equivalent of 4 squares per
round.
Role: The role of each character is provided to assist students in understanding how to
respond to various situations. For instance, the Warrior is a melee attacker, which
essentially means that he will need to be up close and personal with NPCs if he intends
to interact with or fight them.

Character Skills
Directly below General Information, is a series of skills that can be
used during the Open World stage of the game. When attempting
to perform any of these skills, students will need to roll a D20 and
then add any bonusas listed in the second columnto the total
of their roll. Bonuses are determined based on individual
character strengths and weaknesses. You, as the Gamemaster,
must determine how difficult a skill is to accomplish before your
students roll their dice. For instance, if your studentas a
Warriorrolls a 15 on their D20 in an attempt to scale a wall, they
would add a +2 bonus from their Climb skill for a total of 17. If
you, as the Gamemaster, decided that an 18 was required to
climb the wall, then your student has failed to do so. The severity
of a failure or success is determined by the Gamemaster and is
dependant on how far below or above the required number a student rolls. For instance, a student
rolling a 1 on a climb check may fall on their face and take damage, whereas a student rolling a 20 may
scale the wall with great ease. In almost every case, it will be of the upmost importance for you to keep
the required number for success private, as sharing this number with your students may negatively
impact the way they interact with your story. Below are descriptions and examples of each skill in use:

Diplomacy: This skill can be used anytime one of your students wishes to gather
information from a NPC within your story. For example, if your students wish to gather
information about the island from General Zaroff, then they can use this check to do so.
As the battle-tested Warrior is not particulary great with diplomatic relations, he
recieves no bonuses to this check. In contrast, the Healer in the party has no interest in
combat and thus receives a Diplomacy bonus in his efforts to maintain a civil
atmosphere.

Bluff: This skill can be used by any student who is attempting to lie his or her way out of
a situation. For instance, instead of attempting to gather information diplomatically, a
student could attempt to lie to general Zaroff and convince him that they are the
greatest hunter in the world. As the Warrior once again has no interest is solving
problems through communication, he gains no bonus to this skill.

Acrobatics: This skill can be used anytime one of your students wishes to complete a
manuever that is otherwise not provided its own skill set, such as Climb. Examples of
this are walking along the edge of a building or jumping over an obstacle. While the
Warrior class is agile due to his experience in battle, he is also weighed down by his
heavy armor, resulting in a bonus of only 2.

Perception: This is perhaps the most ubiquitous skill provided in this system. In order to
counter the onslaught of questions such as Where can I find this? or Can I tell who
that person is? the student will need to make a Perception check. The difficulty of this
check, just as with all other skill checks, will be dependent on how access to such
information will impact the story as a whole. While the Warrior is seasoned in
situational awareness, he is not as keen of an observer as the other characters, resulting
in a bonus of only 1.

Sense Motive: This skill is mostly used as a counter to a Bluff made by the Gamemaster.
For instance, if a student rolls poorly on his or her Diplomacy check when attempting to
gather information, you as the Gamemaster may decide to provide false information. A
cautious student may then decide to make a Sense Motive check to see if they are being
told the truth. This skill is also useful when first meeting new characters, as your
students may be curious to know where their allegiances lie. As the Warrior is always
cautious when meeting new people, he recieves a bonus of 4 on his Sense Motive.

Climb: This skill can be used, quite simply, to climb. The difficulty of the check is
dependant on how difficult the Gamemaster wishes to make it. As stated in the
example above, the Warrior has difficulty in climbing due to his heavy armor, and thus
only receives a bonus of 2.

Swim: This skill can be used anytime a student wishes to traverse a body of water that is
too deep to stand in. Again, because of the Warriors weight, he receives no bonus
when making a Swim check.

Ride: This skill can be used anytime a student wishes to ride an animal, such as a horse.
As a Gamemaster, the difficulty of this check can be dependant on numerous variables:
Is the horse trained to be ridden? Is it injured? Will allowing the student to ride the
horse assist in the telling of the story? If you do allow the student to ride an animal,
offering them a bonus to their speed in recommended. A Warrior is experienced in
riding during battle, but once again his weight makes riding animals a challenge,
resulting in a bonus of 2.

Stealth: This skill can be used anytime a student wishes to pass undetected by NPCs.
For instance, if your students wish to increase their chances of not being found by
General Zoraff, then making Stealth checks may make it more difficult for him to spot
them. As the Warrior is a walking wall of metal and armor, he recieves no bonus to his
Stealth check.

Disguise: This skill can be implemented anytime a student wishes to appear as someone
other then themselves. This skill is most effectively used when followed by a Bluff
check. For instance, if a student were to successfully disguise themselves as an
individual they claimed to be, then the Gamemaster may decide to lower the initial
number for successfully bluffing one of their NPCs. If they fail to disguise themselves,
then the initial number may be increased. As the Warrior is familiar with the concept of
infilitrating enemy lines but not well-versed in telling lies, he receives a bonus of only 2.

Linguistics: This check can be made anytime a student wishes to decipher a different
language or speak as If they know that language. For instance, if the Gamemaster
decides that an NPC only speaks French, then students will need to make a linguistics
check to understand him. As the warrior, once again, prefers combat to discussion, he
receives no bonus for this skill.

Survival: This skill acts as a catchall when students are attempting to combat the
environment. It can be used to hunt, fish, build shelter, or any other request a student
may make during your story. For The Most Dangerous Game system, a crafty student
may even attempt to set a trap using this skill. As the warrior is trained to survive in all
environments, he recieves a bonus of 5 when making this check.

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When your students begin using skills to interact with your environment, they may at first be confused
by what exactly they need to implement to complete a task. Because of this, it is important for you as
the Gamemaster to understand the potential of all of these skills. For instance, if a student were to ask
Can I jump onto that ledge, dive into the river, and climb the ladder on the oppostie side? you as the
Gamemaster need to know that this requires three individual skill checks: Acrobatics, Swim, and Climb.
A student who fails their intital Acrobatics check may slip from the ledge and fall into the river, or
backwards onto the ground behind them. A student who is successful on his Acrobatics check and
manages to jump to the ledge, but fails his Swim check, may be required to make another Swim check
just to get back to land. If the student is successful at both their Acrobatics and Swim checks, but fail
their Climb check, then they may find themselves falling from the ladder and back into the river. What
is most important, however, is that you encourage your students to interact with the environment. It is
through these elaborate questions and skill checks that the experience becomes a memorable one.

Character Knowledge
Directly below Skills is the Knowledge section of the
character sheet. Students may make checks similar to
those made with their Skill checks, but require nothing but
their own innate knowledge to make such checks. These
checks, just as with skills, are made with a D20 and are
modified by the corresponding bonuses in the right
column. The only difference between Skills and
Knowledge checks, is that players without a corresponding
bonus may not make a Knowledge check. Descriptions
and examples of each type of knowledge are listed below:

Magic: Knowledge of magic can be used to gather information about any supernatural
aspect of the story. This would include any ghosts, spells, or enchantments that may be
present in whatever story you are using. As the Warrior knows and trusts only the
tangible world around him, he has no knowledge of magical forces and thus may not
make a Magic check.

Engineering: Knowledge of engineering allows players to understand the mechanics of

structures. For instance, students may make an Engineering check to see how a door
can be locked and secured or how and when a structure was built. Because the Warrior
relies on brute strength, the intricacies of structural design are lost on him, and thus he
may not make an Engineering check.

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Geography: Knowledge of geography allows students to learn more about their

environment by expanding their knowledge of their surroundings. This knowledge can
be used to determine the best route to take when exploring environments outside manmade structures or determining if there have been any shifts in the landscape of an
environment. As the Warrior is familiar with the land by spending most of his life
outside the comfort of man-made dwellings, he receives a bonus of 3 on Geography
checks.

History: Knowledge of history allows students to learn more about the history of their
environment. For instance, a player may make an Engineering check to determine how
and when a structure was built, but would require a History check to learn information
about the structure since its inception. As the old and worn Warrior has survived many
a battle, he receives a bonus of 2 when making a History check.

Local: This specific type of knowledge is used to become more aware of the people and
customs of any specific environment. For instance, a student may make this check to
learn more about the rumored disappearances on the island. As the Warrior is well
traveled, he receives a bonus of 2 on his Local knowledge checks.

Nature: A knowledge of nature allows students to learn more about surrounding wildlife
and plant life in their environment. For instance, while a player may make a Geography
check to determine the best route to take through a forest, a Nature check will provide
them with knowledge of any dangerous animals they may encounter along the way.

Nobility: Knowledge of Nobility allows students to explore the inner workings of local
governments, royalty, and prominent names in the community. For instance, if a
student wishes to make a Nobility check in an attempt to learn more about General
Zaroff, then they may learn of his prestigious hunting career, as well as how he
perceives himself. As the Warrior has received and given many an order in his life, he
receives a bonus of 3 when making a Nobility check.

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Character Abilities
This section is located directly to the right of
Knowledge on the character sheet. If and when a
student makes a request or attempts an action that
cannot be accomplished by making a Skill or
Knowledge check, then the bonuses provided to
individual abilities will be added to their D20 roll. It
should be noted that some students will actively
attempt to perform unusual actions and it will
ultimately be at the Gamemasters discretion as to
whether or not such actions are possible. Below are
the descriptions of each ability and examples of what
they may cover:

Dexterity: This ability is used to gauge how quick and nimble a character is. While most
actions that require reference to Dexterity exist on their own (such as Acrobatics and
Climb), there is always room for creativity. For instance, if a Warrior wishes to use his
sword to carefully cut a necklace off an NPCs neck without hurting them, then a
Dexterity check is most likely in order.

Strength: This ability is used to cover every action that requires brute force. For
instance, if the Warrior wishes to pick up an NPC and throw them off a cliff, then a
Strength check is in order.

Constitution: This ability is directly related to the mental and physical health of the
individual character. Students may make a constitution check to stave off an infection or
disease.

Intelligence: This ability is better known in the roleplaying community as a stupid

check. For instance, if a student decides to take advantage of the Open World stage of
the game by asking questions such as Am I good at math? or Do I know how to make
a fire? then you may ask them to make an Intelligence check. In most cases, this is
encouraged as a means to engage with curious students that are new to roleplaying
systems. However, if a student is blatantly attempting to stall or break your story, a
simple No is an appropriate response.

Charisma: This ability, in short, gauges how good of a leader an individual character is.
For instance, while a Warrior may not be great at talking to others, his presence alone
grants him a bonus of 3 on Charisma checks. This can be used to resolve an attempt by
one of your students to inspire loyalty in one of your NPCs.

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Wisdom: Not to be confused with Intelligence, Wisdom checks are used to reinforce or
replace a Knowledge check. Any general question about your story, such as How long
until sundown? may be supplemented with a Wisdom check. It should be noted,
however, that students may attempt to break their character by using Wisdom checks
over Knowledge checks. First insure that their character is capable of ascertaining such
information before providing it to them.

This Open World stage of the game exists for as long as the Gamemaster and players wish it to. If you
feel that your students are engaging with the narrative and learning from simply exploring their
surroundings, then it may be in your favor to prolong this stage of the game for as long as possible.
However, it would be rather optimistic to assume that all of your students will let that happen. For
stories such as The Most Dangerous Game, combat is an expected and necessary element to the plots
development, regardless of direct student interaction. When the story calls for combat to take place, it
is time for that lovely phrase that many of those even outside the roleplaying community have become
familiar with: Roll for Initiative!

Combat
The Initiative stage of the game is when the turn-based elements of the system become paramount. If
and when your students characters decide to face General Zaroff, all four characters controlled by your
students would roll a D20. Following their rolls, you as the Gamemaster will roll a D20 for each NPC
under your control. In this scenario, you would only roll for General Zaroff. The results of these rolls are
what determines the order by which your students will interact with your NPCs.

In the top middle of each character sheet are four boxes with numerical values that are used to
determine how the Initiative stage will be executed. The first box to take note of is labeled quite simply
Initiative. Just as with your students Skill and Knowledge checks, this value acts as a bonus to their D20
Initiative rolls. While the Warrior is always anxious for battle, he may not be the quickest to actually
engage his opponent, thus he receives a bonus of only 3, whereas the much more nimble Ranger
receives a bonus of 5. Below is the character sheet for General Zaroff from the The Most Dangerous
Game system that shows that the general has an initiative bonus of 6. Thus, his Initiative is whatever
numerical value is displayed on your D20 plus an additional 6.

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NPC

General Zaroff

Description

A tall man just past middle age, with white hair, thick eyebrows, and a black
pointed mustache. He is seen as having the face of an aristocrat.

Health
30

Armor
16

Initiative
6

BAB
4

Weapon
Pistol

Equipment
Pistol, Four Bullets, Journal
Range
20ft

Damage
1d8+1

After all characters and NPCs have made their initiative rolls, the turn order is determined by ordering
the characters from greatest to lowest initiative. Below is an example of what this may look like for the
given scenario:
Warrior: 14 (+3) = 17
Zaroff (NPC): 10 (+6) = 16
Ranger: 10 (+5) = 15
Mage: 13 (+2) = 15
Healer: 12 (+0) = 12

Note: If any two characters have the same initiative after adding their bonuses, as seen above with the
Ranger and Mage, then the character with the higher Initiative bonus goes first.

As the warrior is first in initiative order, he will be the first to act during this round. Each character, on
their turn, can make the following actions:

Move: Based on the individual characters speed, they may make a single movement action to position
themselves during combat. While this may not be particularly beneficial to the Warrior, the Ranger and
Mage may find it more beneficial to gain distance from their opponent before unleashing ranged
attacks.
Minor: Also known as free actions, characters can make use of their Skill and Knowledge checks
during their turn if they believe them to be of any benefit. For instance, at this stage in the scenario, the
Warrior may decide upon talking Zaroff down from combat. However, with the Warriors low
Diplomacy and Bluff checks, he will most likely fail at doing so.
Standard: The meat of a turn is referred to as the Standard action. This includes making a single
attack or performing a special ability, which will be discussed later in this guide.

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After the Warrior has exhausted his Move and Minor actions, it is time for him to attack. First, however,
he must make an Attack Roll to see if he is capable of hitting his opponent. In order to do this, the
Warrior must roll a D20 and add the value listed under the BAB (Basic Attack Bonus) section of his
character sheet.
In order for the attack roll to be successful, the Warrior must be in range of his target and his roll must
meet or exceed the Armor of his opponent. Zaroff has a high Armor of 16, because of his experience
and constant readiness to hunt. Therefore, the Warrior, with a BAB of 4, needs to roll at least a 12 on
his D20 for his attack to be successful. If he fails to do so, then the attack is unsuccessful and the
Warriors turn has ended.
If the attack hits his opponent, then the Warrior must then determine the amount of damage he has
done by referencing the weapon information provided on the middle right of each character sheet:

The Warriors Longsword does a total of 1d8+2 points of damage. In order to determine this value, the
Warrior first rolls a D8 and then adds 2 to the result. For instance, if the Warrior rolls a 4 on his D8, he
then adds 2 to that value for a total of 6 points of damage. This damage is then subtracted from the
total Health of Zaroff. You, as the Gamemaster, will take note of this on the character sheet for your
NPC. As Zaroff began with 30 HP, he is now at 24 HP. If a character reaches 0 HP, they are defeated.
When a students character is defeated, the Healer must heal them before they can return to the game.
After the Warrior has completed his turn, Zaroff is next to act. Just as the Gamemaster would act as
Zaroff in speaking with the other characters, he must also take on Zaroffs actions during combat. This is
where you, as the Gamemaster, must do your best to imagine how your NPC would react. As seen in
the provided character sheet for Zaroff, he is equipped with a Pistol. However, whether or not he
chooses to use that Pistol is entirely up to you. While this may sound like a confusing and stressful
situation to place yourself within, it helps to simply think of your actions as part of the larger story.
What do your students want out of this encounter? What experience would be gained by fighting? Is
this fight necessary to the storys development? Would they have as much fun if you ran away?
If you do decide to engage in combat, the same rules apply to Zaroff. First you will need to choose your
target and make an attack roll with a D20. Then, you will add Zaroffs BAB of 4 to see if your attack is
successful. If your target is the Warrior who just swung his sword at you, then the minimum roll you will
need is a 11 in order to match the Warriors Armor value of 15. You would then go through the same
process of dealing damage on a successful attack before ending your turn.
The following three characters would then take their turneach of them deciding how best to use their
Move, Minor, and Standard actions.
Combat, and the Initiative stage, ends when one side of the battle has either run away or been
defeated. At this time, the game returns to the Open World stage.

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Equipment
For this particular scenario, it is important to note what Zaroff was carrying with him under the
Equipment section on his character sheet. Your students may be anxious to see what they can take
from him if and when he is defeated.
Pistol: One of your students characters may decide to take Zaroffs pistol as a back-up weapon.
Four Bullets: As the pistol could provide an unfair advantage to students in this and future adventures,
the number of times it can be fired is limited by the number of bullets they have.
Journal: The most notable possession on Zaroff is a handwritten journal he kept during his hunts. While
it is possible that your students could have received this item by speaking with Zaroff and using
Diplomacy and Bluff, they are now welcome to take the Journal and use it to complete one of their
objectives.

Each one of your students character sheets also have a

list of equipment they are currently carrying at the
center of the page. The Warriors equipmentpictured
on the leftconsists of the following:

Explorers Outfit: This is simply a fancy way of saying that the Warrior is wearing clothes.
However, it is also descriptive of how NPCs may see him, thus the necessity of Disguise checks in
certain situations. Each of the four characters provided in this guide are all equipped with the
same outfit.
Plate Armor: Most roleplaying systems include mechanics by which a characters actions are
limited by what kind of armor they are wearing. All variables in wearing any kind of armor have
been factored into the numerical values listed under Speed and Armor for each character in this
system. This system accounts for these variables in order to save time by providing premade
characters.
Longsword: The specifics of a weapons range and damage are listed on each character sheet.
The repetition of this under Equipment is to account for any situation in which the character
may lose their weapon. For example, if you decide that a character failed an Acrobatics check
so miserably that they dropped their weapon, then they are disarmed until finding it or
replacing it with another.
Heavy Shield: Just as with Armor variables, the numerical values for Speed and Armor have
been accounted for based on how heavy the shield is and how much protection it provides.

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Below each Equipment section on the individual character sheets is another space labeled
Additional Equipment. It is in this section that your students will account for any items or
belongings they find along their adventures. In the previous scenario, this is where Zaroffs
equipment would be written.
Some of the equipment that your students find, such as the Zaroffs journal, will only be beneficial
for the system in which they were designed, while others, such as Zaroffs Pistol, could prove useful
as an additional weapon in future adventures. You, as the Gamemaster, are welcome to be as
creative as you wish in dealing with equipment. For instance, if the Warrior comes across a massive
sword that appears to be handcrafted and magical in nature, feel free to reward them for finding it.
Doing so is as simple as telling them This sword does D8+3 as a replacement for the Warriors
simple longsword. It is small rewards such as this that will keep your students engaged in future
adventures. Be careful, however, of rewarding your students with overly powerful equipment. In
doing so, you may find yourself unable to create appropriate challenges for them to face.

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Motives & Special Abilities

In order for your students to understand what drives their characters, brief descriptions are provided
below. The final piece of the character sheetSpecial Abilitieswill also be discussed and explained
for each individual character, as they vary greatly from one and other and require special attention.
Each Special Ability is provided its own range and number of times it can be used a day.

The Warrior: Existing as a soldier on the frontlines of countless battles, the Warrior has learned how to
survive in every kind of environment. While he prefers to swing his sword over attempts to negotiate
diplomatically, his true purpose is to protect the rest of his party from harm. With the highest defense
among his fellow adventurers, the Warrior knows that he must continue to fight on the frontlines if he
and his party are to complete their mission.

Battle Shout: As a standard action during the Initiative stage, or as a free action during the Open World
stage, the Warrior can let out a tremendous shout that raises the moral of his party. Both The Warrior
and his party members within 20ft receive an additional +1 bonus to their BAB for the remainder of the
current Initiative stage or the entirety of the next one.
Cleave: As a standard action during the Initiative stage, the warrior can choose two targets in any of the
5ft squares immediately surrounding him and make separate attacks rolls against each NPC. Damage is
calculated separately for each successful attack.
Bulls Strength: As a standard action during the Initiative stage, or as a free action during the Open
World stage, the warrior can target one NPC within his movement range of 20ft and make an attack roll
against them. If the roll is successful, the Warrior stops immediately before the square where the NPC is
located and the NPC is pushed back 10ft. If the NPC is pushed over an obstacle, cliff, or ledge, he will
fallperhaps even to his death.

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The Ranger: What the Ranger lacks in armor and health, she makes up for in speed and range. Her
familiarity with nature and her environment makes her the perfect scout for the party. She relies on her
party, however, to ensure that no enemy gets close enough to strike at her low defenses.

Scout: During the Open World stage, the Ranger can activate this skill to gain a +20 bonus on her next
two movement actions. In doing so, she is capable of getting in and out of any unknown environment
and reporting back to her party on her findings.
Double Shot: During the Initiative stage, the Ranger can target up to two NPCs within her bows range
and fire two arrows at the same time. Separate attack and damage rolls must be made for both targets.
Critical Shot: During the Initiative stage, this skill can be activated as a Standard action. The Ranger
hones in on a vital organ of her enemy and takes aim for this round. On her next successful attack, the
Ranger adds +6 to her damage roll.

The Healer: While the Healer may not be equipped for combat in the same manner as the Warrior and
Ranger, he is paramount to insuring the safety of the entire party. Outside of combat, he attempts to
resolve situations as diplomatically as possible. Inside combat, he shifts his attention to healing the
wounds of his party members while attempting to deescalate the situation.

Heal Wounds: Three times per day, the Healer can touch one of his party members and restore 5 Health
to them. This ability can be used during both the Open World and Initiative stages of the game.
Erase Rage: Once per day, the Healer can make an attack roll against a hostile NPC, regardless of which
party began the altercation. If the attack roll is successful, the NPC loses his will to fight and attempts to
assist the party in any way he can.
Lay on Hands: Once per day, as a standard action during the Initiative stage or as a free action during
the Open World stage, the healer can prepare himself to heal all party members within 30ft for 5 Health.
On his next round, the ability goes into effect.

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The Mage: With knowledge of various forms of magic, the Mage prefers to use his mind over the cold
steal of weapons. When combatting his enemies, the Mage keeps a safe distance and assaults his foes
from afar. Outside of combat, he relies on his level mind, and prefers the diplomatic approach of the
Healer over the aggressive stance of the Warrior.

Burning Hands: One per day, during the Initiative stage, the Mage can cast this spell to deal 1d6 points
of damage to all characters in a 25ft cone in front of him, including his own party members. The Mage
must make an attack and damage roll for each character and NPC within the cone.
Hasten: Once per day, during the Open World stage, the Mage can cast this spell to increase the
initiative of his party members by +1 for the next Initiative stage.
Frost Shock: Twice per day, the Mage can target a single NPC during the Initiative stage and cast this
spell on them as a standard action. If successful, the Mage deal 1d4 damage and then makes another
attack roll. If the second roll is successful, the target is frozen in place for the next round and is unable
to move.

Note: The descriptions and special abilities of each of these four characters will help your students
achieve a certain level of ownership over them. However, these descriptions are brief for the simple fact
that the majority of the individual characters history and motivations should be left for your students to
decide. Along with creating this rich history, there is a space reserved on the top right of each character
sheet for your students to illustrate their characters.

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Ending the Game

As the Gamemaster, it is entirely up to you as to when the game is over. This system is designed to be
executed in windows of 45-60 minutes to accommodate the standard timeframe of one class period.
However, no schedule is set in stone and you may find that ending the game earlier can be just as
beneficial as using two class periods to complete one adventure. For as long as you choose, your
students can alternate between the Open World and Initiative stages and continue the story. What it
comes down to is what you wish for your students to get out of the game. A strong guide in assessing
whether or not the game is over is by looking at how many of the predetermined objectives your
students have completed.
The true power of this system, however, is what you choose to do with the story once the class is over.
Below are a handful of prompts that students can complete upon finishing their journey.

1.) Why did your group choose to make the decisions you did during your adventure? Is there a
situation that you think was handled in a fashion true to your character? Was there a situation
that you think should have been handled differently?
2.) Do you think you were able to work as a cohesive team during this adventure? Whatif any
issues did you face when attempting to work as a team? Did each character function properly as
part of this team?
3.) Was your character pivotal in completing this adventures objectives? Were there any
objectives you failed to complete? What would you have done differently to insure all
objectives were completed to their full potential?
4.) Did this adventure reflect any of the works you have been reading in class? How did your prior
knowledge of those works effect your characters decisions, if at all?
5.) Write a short in-depth story that relates the adventure you just took part in from the
perspective of your character.
While these are only a small selection of potential writing prompts, the possibilities are just as endless
as the number of ways your students can interact with your story.

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Additional Resources & Contact

Pathfinder System Reference Document:
http://www.d20pfsrd.com/
This website houses the entirety of the original Pathfinder roleplaying system. If you have any specific
ideas for a story but are unsure of how to implement a mechanic that is not included in this system,
then this may be a good place to start. However, the material can be rather overwhelming and it is
recommended that you ease your way into this system before experimenting with any additional rules.

Random Dice Generator:

https://www.wizards.com/dnd/dice/dice.htm
If you are unable to purchase tangible dice, but your student have access to at least one ipad or laptop
per character, than this generator can be used to roll each specific di used in this system.

Joe Bisz:
http://www.joebisz.com/
Joe Biszs scholarship may prove an exceptional tool when attempting to defend your integration of
gaming pedagogy into the classroom. It is highly recommended that you take a look at his work before
being put in a situation where you are unable to rationalize your decisions

Any and all questions in regards to this system and/or its implementation into the English classroom can
be directed towards:
Matthew Gremo
mgremo@millikin.edu
Alternatively, questions can be submitted directly to Tiny Furnace:
http://www.tinyfurnace.weebly.com/contact

Thank you for your time and interest in this system!