The objectives of this unit, as well as the daily assessments made when teaching it, are always based on Bloom's taxonomy, which is another important conception of the development of critical thinking. I usually try to include all or most of the six steps of the taxonomy in each lesson plan just to guide the students in their thinking process. Specifically, I want my students to see the details in a visual image and in a written text. At the same time, I expect them to learn how to understand, infer, discuss, synthesize, and evaluate purpose, audience, structure, point of view in written and visual texts, and the tone also of written texts, as well as how the writer/artist uses these devices to compose. The advanced class can also learn what focal point, repetition or similarity of shape and size, and color contrast mean in an image, and how they contribute to its themes. In studying written texts, the students have to understand, analyze, discuss and evaluate primary and secondary characters, but they also have to consider how setting, symbols, diction, figurative language, and tone contribute to characterization. They conclude by writing an essay in which they theorize about love and how they can see it.