Integrating Social Emotional Learning with English Language Arts: Creating Relevancy to Reading and Writing

Abstract

In an era of ever-increasing demand for student achievement, with regard to standardized test scores and the No Child Left Behind Act of 2001, and research conducted over the past two decades which has shown a direct correlation between the impact of social and emotional learning and academic performance, consideration of intentional approaches to curriculum development and implementation which incorporate aspects of social and emotional learning is warranted. Since literature offers an opportunity to discuss characters' pro- or anti-social behaviors and skills, as well as the way in which their feelings motivate their actions, the study of literature, and the ELA classroom, would appear to be central to increasing the emotional intelligence of today's students. This research project examines the role emotions play in learning to understand how social emotional learning (SEL) concepts can be linked to curriculum, and to incorporate SEL concepts into an English Language Arts (ELA) literature unit. The research project reviews current literature that pertains to social and emotional learning concepts and methodologies. The final section includes a fully developed, 15 lesson ELA plan on the novel “Seedfolk” by Paul Fleischman. In addition to reading the story, the lessons incorporate researching information on foreign countries, vocabulary word identification, answering comprehension questions, completing a character comparison chart, completing a character trait graphic organizer, and a journal prompt as well as social emotional learning, literary elements, and literary devices. Visual aids and worksheets are also included.