West Thibodaux Middle School

Sixth Grade ELA

Syllabus 2016-2017
Mr. Jacob Roby
Email: jroby@mylpsd.com
Room: 604
Hello and welcome to West Thibodaux Middle School! My name is Mr. Jacob Roby, and I am
the sixth grade English Language Arts teacher at WTMS. I hold a bachelors degree in English
and a masters degree in Education from Nicholls State University. My qualifications extend also
to the participation in educational conferences, meetings, and seminars in the parish and
throughout the state.
This year, students will read various literary and informative writings in order to develop
competency in the comprehension of complex texts. I will give students instruction and
reinforcement in vocabulary development, grammar, reference skills, study skills,
comprehension, and oral and written language. Students will participate in independent reading
and writing, group projects, class discussions, lectures, presentations, and literary research to
assist them in mastering the written and spoken word.
I will be adhering to the Common Core Standards for sixth grade English when teaching lessons,
assigning homework, delivering presentations, and assessing student progress. These standards,
and a description of their purpose, can be found online at www.corestandards.org/ELALiteracy/RL/6.

Communication:
I welcome parents and students to contact me with any questions or comments. My preferred
method of contact is through email, and I have my email address listed at the top of the page of
this syllabus. Also, parents and students can request to meet with me for a conference. Simply
send me an email, and I will happily set an appointment for a meeting.

CLASS SUPPLIES:

1 Binder
Pencils
Erasers
1 Folder (Handouts)
1 Marbled Journal Notebook to be kept at school (Warm-Up Exercises)
1 pack of dividers
1 pack of 3x5 Index Cards
Loose-Leaf Paper (large supply)
A pocket dictionary/thesaurus (recommended)

-STUDENTS MUST BRING A BINDER WITH LOOSE-LEAF PAPER AND A PENCIL

TO SCHOOL EVERYDAY!

Textbook and Reading Material:

Pearson Common Core Literature. Louisiana Edition, 2013.
Grammar for Writing. McDougal-Littel, 2008.
Independent Readings
The Prince and the Pauper By Mark Twain (novel)
Hatchet By Gary Paulsen (novel)

*I will provide all students with various poems, short stories, and informational texts in the form
of handouts. These handouts are not found in the textbook.

General Classroom Expectations:

--Treat others as you want others to treat you
--Come to class on time
--Be prepared for class everyday
--Follow directions
--Raise your hand to participate in class or to ask questions
--Keep the classroom neat and organized

In this class, students will be expected to read, comprehend, discuss, and write every day through
various class activities. The class will also engage in creative and informative writing. Students
will learn about various reading and writing strategies, and through a variety of activities, they
will gain a deeper understanding of, and greater appreciation for, the power of the written word.
In order to accomplish these educational goals, all students in our class must follow specific
procedures when performing individual tasks. These procedures are described in the Classroom
Action Plan which was given to students on the first day of school. This action plan will be kept
inside each students class binder. Our class rules can also be found in the Classroom Action
Plan, as well as specific consequences and rewards for behavior. Parents are encouraged to
review this action plan for more information regarding classroom rules and procedures.
ACHIEVE 3000: TEENBIZ Online Reading Program

As a supplement to classroom instruction, all students will be enrolled in the Teenbiz online
independent reading program. This is a reading program that offers informational articles for all
interests. This program is available for home use, and students are expected to use this program
at home. The teacher will assign four Teenbiz articles to be completed each week. The class will
go to the computer lab every week to complete these articles at school. Students may also
complete these articles as well as any article that interests them while at home. Each nine weeks,
students will earn a major test grade for their progress in the program.

Absences and Tardiness:

All students who miss class are required to obtain a doctors note in order for absences to be
excused. Students who need to make-up any assignments should check with the teacher as soon
as you return to school. Make-up tests may be given in a format different from the original class
test; however, all make-up tests will cover the same material as the original class test. In order to
receive a grade in the class, sixth grade students must not miss more than 11 days of school.
Please see the school handbook for more information about the parish wide attendance policy.
Habitual tardiness will not be tolerated. I will document each tardy in my grade book. The
teacher will contact the parents of students who are tardy more than three times for each nine
weeks period. After the fifth tardy, students are considered willfully disobedient and will receive
an office referral.

Uniform Policy:
You must come to school dressed appropriately. I will enforce the schools policy for dress code
violations. Please check the school handbook for the policy concerning the dress code.

Grade Breakdown:
15% of your grade will be based on Formative Assessments (Quizzes, Homework, Participation,
Bell Work Exercises)
85% of your grade will be based on Summative Assessments (Tests, Oral Presentations, and
Writings)

Assignments:
Bell Work Exercises:
All bell work exercises will be completed on loose-leaf paper and kept in the bell work folder.
The bell work exercises will be graded at the end of each nine weeks period. The grade will be
based on effort, not a reflection of right or wrong responses. A missing bell work exercise due to
an excused absence WILL NOT count against the student. However, missing exercises due to
unexcused absences WILL result in the loss of points.

Readings:
The class will engage in several different types of reading, including in-class
readings, group readings, and teacher-led readings. I will demonstrate different reading
strategies, and these strategies will be put to use throughout the school year. All students will be
asked to read in class, and all students are expected to follow along by reading silently when
others are reading aloud. In some cases, students will be expected to complete class readings at
home. All assigned homework readings must be complete by the due date given by the teacher. If
you do not have the reading complete by the due date, your grade will suffer because you will
not be able to participate in class and you will not do well on any quizzes that may accompany
the readings.
Writings and Activities:
Students will complete various writing exercises, including literary analysis, book reports,
creative writing, journal writing, compare-contrast essays, argument essays, Problem-Solution
essays, and biographical sketches. Though students will be given ample time to complete writing
assignments in class, some assignments may be completed for homework.
Portfolios:
Most student writings and activities will be kept in a folder in the classroom. The contents of this
folder will constitute a student progress portfolio. Students and parents are invited to examine the
portfolio in order to gain a better understanding of how individual students are progressing in the
class. Tests, quizzes, writings, and selected in-class assignments will be kept in the portfolio. Any
student or parent who would like to view the portfolio should make an appointment with the
teacher first.
Oral Presentations:
Oral presentations will accompany specific assignments. Oral presentations include: presenting a
student-written work, acting out a story or play, presenting short stories, oral reports, reciting
poetry, and presenting biographies and essays.
Homework:
Students are expected to study notes and vocabulary cards at home daily. In addition, certain
reading and writing assignments will be completed by students for homework. Due dates for all
homework assignments will be given ahead of time in class. It is the responsibility of the student
to keep track of homework assignments by recording them in their binders or agendas. Other
activities, including outlines, preparation for presentations, story mapping, and book reports may
also be completed for homework. Though you will have ample time to work on these activities in
class, some activities may require you to finish your work at home. In addition, students should
study class notes and vocabulary on a daily basis.

Vocabulary Cards:
Students will be responsible for creating and studying vocabulary index cards. Our vocabulary
words consist of the academic vocabulary found in the textbook, as well as any unfamiliar word
you come across during independent readings. In some instances, the creation of vocabulary
cards will be assigned for homework.
Assessments:
There will be approximately four quizzes, four tests, and four writing assignments per each nine
weeks period. Some quizzes will be unannounced. Tests will cover specific reading assignments,
vocabulary, reading comprehension, elements of creative and informational writing, and reading
strategies. Major writing assignments include literary analysis, narrative essays, expository
essays, argumentative essays, and persuasive essays.
Teaching Philosophy:
My teaching philosophy includes the belief that every student has distinctive and unique interests
and abilities. I believe that it is a teachers job to celebrate the talents and experiences of each
student through an all-inclusive, rigorous, and individualized curriculum designed to tap into the
creative, analytic, and critical abilities of each individual student. The ultimate goal of education
should be to create responsible, caring, and decisive young men and women who value the
learning process. Teacher instruction should be student-centered, and it should provide rich and
diverse opportunities for students to display and build upon their natural abilities in reading,
writing, and communication. Teachers should prepare students to thrive in our constantly
evolving world by establishing an exciting and challenging environment that will inspire a lifelong commitment to excellence and personal advancement.
To accomplish these goals, students will engage in daily reading and writing assignments. The
class will read numerous works in print and non-print form, including novels, short stories,
poems, and creative non-fiction. Certain informational texts that relate to the literary works we
will be reading will also be studied and discussed. Such readings allow students to develop an
awareness of human nature, allowing them to broaden their world perspectives, gain
understanding, and discover a sense of empowerment. Students will be asked to reflect on class
readings through daily journal entries and class discussions. All topics for essays, book reviews,
projects, oral reports, and creative pieces will be student selected. The class will also study
various writing strategies and literary techniques, which students will incorporate into their own
writing. The class will approach writing as a process, and students will engage in pre-writing,
composing, and revising for each writing assignment.
Students will be given opportunities to incorporate technology into their educational experiences.
The teacher will use sources from the internet to supplement lessons on a daily basis, and
students will independently conduct online research for the creation of personal narratives,
academic essays, book reviews, projects, and creative pieces. With the exception of diary entries,
all writing assignments will be subjected to several peer review sessions before being given a
grade. In addition, students will publish selected writings on online class forums.

Students will apply what they learn and think reflectively about their experiences in the
classroom as they confront increasingly complex material. Students will read, write, and interpret
texts in order to engage in personal reflection, communication, and perspective taking. Such
activities will allow students to apply what they learn about the communication process (reading,
writing, listening, and speaking) to other subjects in a productive manner. The communicative,
analytic, interpretive, and creative skills required to succeed in the ELA classroom are
interwoven with the skills needed to succeed in every other subject. These skills are the key to
success in life, as well.

WTMS 6th Grade ELA Syllabus

Mr. Roby
Sixth Grade ELA

Parent Signature:_____________________________________