Storylines
The Storyline Method (Storyline) is a pedagogical strategy for "active learning," It was pioneered by the staff of the Inservice Department of the Jordanhill College of Education in Glasgow, now University of Strathclyde.  (Wikipedia 2008)

The Storyline method is a strategy for developing the curriculum as an integrated whole. It provides an opportunity for active learning and reflection as essential parts of effective learning and teaching.  At the same time, it develops in learners a powerful sense of ownership of their learning.  (The Scottish Consultative Council on the Curriculum)

Storylines represent scenarios that have integrated different lesson principles such as core values, leader influence, performance counseling and so forth.  The teacher’s role is mainly that of a facilitator.  The main feature that differentiates this approach from other learning and teaching strategies is that it recognizes the value of the existing knowledge of the learner.  Thus, through key questioning, learners are encouraged to construct their own understanding of the lesson principles. 

The essential elements of Storylines are settings, characters, and events therefore, whether writing End-of-Lesson Scenarios or End-of-Module Case Studies, authors should always provide these essential elements.

Settings: The setting provides the main backdrop for the storyline such as time, location, and circumstances in which the storyline takes place.  In some cases, the setting may become a character itself and set the tone of the storyline.

Characters: Most progressive scenarios have at least one major character whose storyline runs the length of the case study.  Authors often include minor characters that influence the decisions, behaviors, and actions of the main characters.
Authors introduce characters through direct or indirect characterization.  In direct characterization, authors tell the audience what a character is like.  In indirect characterization, readers must deduce for themselves what the character is like through the character's thoughts, actions, and interaction with other characters, including other characters’ reactions.

Events: As progressive scenarios unfold, various events, situations, and problems occur and may be so simple they occupy only one paragraph or so complicated they take up several paragraphs.  Regardless of their length, events must be realistic and occur in the storyline at a time and place that make sense. 
The amount of detail provided for each event depends on the lesson objectives, the organizational patterns used, and the authors' intent.  Some lesson objectives only require learners to recall specific and isolable bits of information such as dates, events, persons, places, and principles.  Knowledge objectives may also require learners to possess knowledge of major generalizations about particular cultures, trends, criteria, methodologies, theories, and lesson principles.  

Many lesson objectives are at the comprehension level.  This requires learners to know what the storyline is communicating and for learners to make use of the information or idea without necessarily relating it to other material or seeing its fullest implications.  At the very least, learners should be able to translate (paraphrase) in their own words what is going on in the storyline.  Higher levels of comprehension include interpretation and extrapolation of the storyline.  Extrapolation involves predicating what might happen based on characters taking various courses of actions.