Term
Fall 2020
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Trish Harvey
Content Expert
Jason Dvorak
Abstract
Growing up is hard. Not many people are interested in reliving their adolescent years. One way that school professionals can support students during adolescence is through meeting their social and emotional needs so that they may be successful academically. This led to the question, How can social-emotional learning be authentically integrated into the middle school language arts classroom? To assist in answering this question, expert research was explored and examined around six topics— teacher preparation and professional development, use of social-emotional learning in middle schools and in English- language arts classrooms, other various social-emotional activities, assessments, and parent involvement and communication. The research findings were used to create introductory lessons to connect students to social-emotional learning through the English-language arts content. All lessons are housed in a social-emotional Language Arts site for easy access. The social-emotional project prompted a reflection of professional growth through the research and design process. Many of the topics explored in the research proved to be useful to curriculum development and led to potential frameworks for future projects.
Keywords
Character Education, Curriculum
Recommended Citation
Johnas, Claire, "Social-Emotional Learning Integration Into Language Arts Classrooms" (2020). School of Education and Leadership Student Capstone Projects. 612.
https://digitalcommons.hamline.edu/hse_cp/612
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects