Abstract
As students move to the upper elementary grades, there is a need to make language arts lessons more interesting and engaging. Instead of solely using the scripted curriculum, which involves mostly seatwork, students should be provided opportunities to engage their brains. One way that this can be accomplished is through the use of movement. Engaging students in lessons which incorporate movement will keep students motivated to learn the new or complex concepts of their grade level. The research information in this project was obtained from various books and a thorough search of professional journals. The author first researched the positive effects of movement on the brain. Authors such as Eric Jensen, John Medina, and Kathie Summerford assisted with finding the importance of movement on the brain. This new knowledge led to further research on the brain, focusing on how the brain learns and brain compatible lessons. Understanding how the brain learns would further explain why movement is necessary when teaching language arts. Some lesson ideas were obtained from books, professionals in education, and from the researcher’s classroom experience. The research indicates that movement has positive effects on the brain. Educators must acknowledge this when planning their language arts lessons. By combining the state’s standards, the curriculum, and movement, we provide students with engaging lessons that can help with the retention of the grade level standards as well as promote social and emotional development. The lessons included in this curriculum guide will provide teachers with ideas of how to get students moving.