My lesson plan aims at enhancing reading comprehension skill of the students.

I
deliberately chose the poem Poet, Lover, Birdwatcher because I find this poem
has much scope to stimulate critical thinking in the readers. Also, the use of
language is another area that can be touched upon as a sub-skill in this poem.
My objective to comprehend a text independently gives the students a fair
chance to use S-1: Thinking Independently, S-14: Clarifying and Analyzing the
Meanings of Words or Phrases, and S-19: Generating or Assessing Solutions. The
second objective of my plan to learn the difference between poetic language
and the language used in other genres of literature lends itself to the reader
practicing S-3: Exercising Fairmindedness, and S-29: Noting Significant
Similarities and Differences. The other strategies that find ample scope to be
practiced by the reader include S-9: Developing Confidence in Reason, S-21:
Reading Critically: Clarifying or Critiquing Texts, S-23: Making Interdisciplinary
Connections, S-30: Examining or Evaluating Assumptions and S-33: Giving
Reasons and Evaluating Evidence and Alleged Facts all together.

Moreover, the objectives of the plan also coincide with Blooms Cognitive:
Comprehension, Analysis and Evaluation ( while making the sense of the write
text), Affective: Organisation( while applying different approaches to reach the
meaning) and Psychomotor: Perception, Adaptation and Origination( while
relating different approaches together). At the same time Pauls Elements of
Thoughts such as Point of View also has their way in these objectives as every
reader will interpret the text with reference to his/her social background.

Subsequently, after having gone through A View from the Foxhole: Evaluating
Foreign Language Classrooms and The Art of Redesigning Instruction, I believe
having so many objectives amount to lack clarity and precision. The same
plan could have been more effective, had it been designed on the lines of
Blooms hierarchical levels of critical thinking. As we can best understand what
is involved in teaching students to reason well by clarifying first what learning to
reason is like? and so I should have clearly mentioned what exactly I refer to
when I say other genres of literature in the objective number 2 and different
approaches in objective number 5. To add, to say different approaches also
brings whimsicality to the objective and makes the objective deficient of degree.
I believe I could have designed different plans for different approaches of
interpreting a text. I could have also included more activities for inciting critical
thinking of the readers as of now I can see there are only two activities that
serve any purpose in this regard.

Consequently, my lesson plan could have been considerably more critically

sound. However, I profess that I would certainly redesign the instructions and
make it more critically accomplished.