A 9-Step Social Emotional Approach to Secondary English Language Arts Curriculum Writing

Authors

  • Paul Restivo Louisburg High School, Louisburg, Kansas

DOI:

https://doi.org/10.62704/ve121612

Keywords:

social emotional learning, curriculum design, secondary English language arts, standards

Abstract

In this practitioner piece, the author defines social emotional learning (SEL) and outlines an approach to integrating SEL activities into secondary English language arts curriculum by identifying priorities; developing thematic questions; designing reading, writing, and speaking and listening experiences; determining a culminating assessment; aligning with standards; designing lessons; and integrating class policies.

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Author Biography

  • Paul Restivo, Louisburg High School, Louisburg, Kansas
    Dr. Paul Restivo has taught English at the high school and college level for 15 years. In that time, he has served as department chair and cooperative learning coach in addition to serving on curriculum councils, school leadership teams, and assessment committees. His research focuses include inquiry-based learning, collaborative inquiry, metacognition, self-regulation, social emotional learning, teacher retention, school leadership, and high-quality professional development. In the last decade, he has presented at more than 20 national conferences and local professional development workshops. Dr. Restivo believes strongly in building a strong, viable curriculum filled with a rich variety of reading, writing, speaking, and listening opportunities that reaches students of all ability levels. He can be reached at restivop@usd416.org or @drpaulrestivo.
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Published

2024-05-15

Issue

Vol. 100 (2019)

Section

Practitioner Pieces

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.