Today I had a 24-hour permanent cancellation, so I was observing James P with his year 12 student! Today James was helping his student memorise and critique unseen readings in English
Throughout the session, James stressed the need to understand the unseen text structure. He stressed the importance of deconstructing texts and developing critiques for exam success. James reminded the student that success in the unseen text part depends on both memorising quotes and using analytical skills to evaluate texts.
James had the student read an unseen text from school and worked on that during the session by deconstructing its meaning, the messages behind it, and drawing quotes to use. James took the student through the close reading, asking probing questions such as “What is the text trying to say?” How is the tone varied? How do essential literary devices add meaning? He gave moderate prompts and let the student lead the analysis.
James urged the student to express their thoughts while understanding the material. He regularly asked, “Why do you think the characters made that choice?” Actively engaging with the literature helped the student to show and refine their ideas. James encouraged the student to think holistically about the text by connecting literary elements like imagery and grammar to bigger issues.
James’ evaluation of the student’s reading was crucial to the session. James presented another interpretation after hearing theirs, showing how literary parts could be interpreted differently. This demonstrated high-level critical engagement, where students must be flexible in their interpretations. James was supportive but firm throughout the lesson. His critical criticism encouraged students to go deeper into the text when their interpretation lacked depth.
The insight showed the student’s ability to balance constructive, positive criticism with support.
Good job James 🙂
Demi Roussakis
