1. Addressing Social Emotional Competencies Through YA Literature
Caitlin Corrieri – Chenery Middle School, Belmont, MA
Brooke Boback Eisenbach, Ph.D. – Lesley University, Cambridge, MA
Robert Forrester – Lesley University, Cambridge, MA
Kenzie Moniz – Lesley University, Cambridge, MA
Follow us on

2. SOCIAL EMOTIONAL COMPETENCIES
Self-Awareness: recognizing one’s emotions, values, strengths, and limitations
Self-Management: managing emotions and behaviors to achieve one’s goals
Social Awareness: showing understanding and empathy for others
Relationship Skills: forming positive relationships, working in teams, dealing effectively with conflict
Responsible Decision-making: making ethical, constructive choices about personal and social behavior
Rob

3. WHY FOCUS ON SOCIAL EMOTIONAL COMPETENCIES?
“Every student in every class, every day, is a whole person - a physical being, a cognitive being, a social being, and an emotional being (at least!). It is not possible for students to leave any aspect of themselves at the classroom door. If you’ve got the physical kids in front of you, and are hoping for the cognitive kids, you’d better understand that they are bundled with the social kids and the emotional kids. Recent brain research gives even more information and insight about the interconnection of those aspects. One part of the teenager cannot walk into the classroom without the others.” (Poliner & Benson, 2017)
Embedding effective social-emotional development practices into classrooms boosts academic achievement approximately 11%. (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
Caitlin

4. WHY YOUNG ADULT LITERATURE?
Young adult literature provides a mirror and a window into the lives of others (Lesesne, 2007).
Provides means of helping students develop intellectual curiosity, empathy, and desire to improve the world (Wolk, 2009)
YA literature creates a safe space to search for identity (Sokoll, 2013)
Brooke

5. PAIRING CLASSIC AND CONTEMPORARY
Many schools still focus on the canon
We wanted to find a way to implement contemporary texts
Texts were selected based on common classics in the classroom and current YA titles that pair according to common themes and focus
Brooke

6. THE STRUCTURE OF THIS SESSION
Round Table Structure – 4 Rounds (12 minutes each) Followed by Q&A
Each table features 1 classic text and 1 contemporary text along with an example instructional strategy
Table 1 – “The Giver” and “Hour of the Bees” – Mask Activity
Table 2 – “The Outsiders” and “Watched” – What would they do?
Table 3 – “To Kill a Mockingbird” and “The Hate U Give” – Universe of Obligation
Table 4 – “Of Mice and Men” and “Aristotle and Dante Discover the Universe” – Characterization Charts
Kenzie Luccia

7. Q & A
Questions or Comments?

8. Professional Learning Hours Professional Learning Code:
Session Evaluation
Let us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the program book.
Professional Learning Hours
Earn professional learning contact hours to maintain your teaching certification. Write down the Professional Learning Code for every session you attend on the card located in the program book.
Professional Learning Code:
SR-18