Curriculum / ELA / 12th Grade / Unit 4: Crossing Borders: Migration, Identity, and Belonging in Exit West / Lesson 24

Crossing Borders: Migration, Identity, and Belonging in Exit West

Lesson 24

ELA

Unit 4

12th Grade

Lesson 24 of 24

The unit's Socratic Seminar and Performance Task are the primary assessments in this unit. The following additional assessments also accompany Unit 4. For more guidance, see the Summative Assessments Teacher Tool.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes multiple choice and an optional on-demand essay.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Lesson 23

Lesson Map

Analyze Shire's use of imagery, figurative language, and stylistic techniques to convey her message about the refugee experience.

“Home”

Standards

RL.11-12.4RL.11-12.5RL.11-12.6

Analyze the opening of Exit West for narrative point of view, setting, characters, and mood.

Exit West pp. 3–17 — Chapter 1

Standards

RL.11-12.3RL.11-12.6

Analyze how Hamid uses characters, imagery, and tone to reveal the impact of war on daily life.

Exit West pp. 21–35 — Chapter 2

Standards

RL.11-12.3RL.11-12.4RL.11-12.5

progress
monitoring

progress
monitoring

Analyze how Hamid uses characters and symbols to introduce the theme of escape in Exit West.

Exit West pp. 39–57 — Chapter 3

Standards

RL.11-12.2RL.11-12.3RL.11-12.4RL.11-12.5

progress
monitoring

progress
monitoring

Analyze how Hamid introduces the theme of migration in this chapter.

Exit West pp. 61–75 — Chapter 4

Standards

RL.11-12.2RL.11-12.3RL.11-12.4

progress
monitoring

progress
monitoring

Analyze how characters' backgrounds and experiences influence their decision to migrate, and how Hamid uses an interlude to foreshadow the effects of making that choice.

Exit West pp. 79–98 — Chapter 5

Standards

RI.11-12.2RL.11-12.3RL.11-12.5

Analyze how Hamid uses syntax to convey characters' emotions, and use that analysis to create a scene that recreates a literal or figurative migration.

Standards

L.11-12.3RL.11-12.4W.11-12.3.bW.11-12.3.d

Analyze how Hamid uses diction and setting to reveal the migrant experience.

Exit West pp. 101–118 — Chapter 6

Standards

RL.11-12.2RL.11-12.3RL.11-12.4RL.11-12.5

Examine diverse representations of migration and the refugee experience to explore its complexities, making connections to Exit West.

Refugee Data Finder
Figures at a glance
“What migrants face as they journey through the deadly Darién Gap”
“I AM A REFUGEE: Global refugees share their stories”
“Syrian Refugees Share Cherished Cellphone Snaps”
Space in Between
What Gets Lost
Perspective

Standards

RI.11-12.7SL.11-12.2

Analyze how the migration experience impacts Nadia and Saeed's relationship, examining their contrasting responses to their new environment in London.

Exit West pp. 121–141 — Chapter 7

Standards

RL.11-12.3RL.11-12.4

progress
monitoring

progress
monitoring

Analyze how Hamid uses different characters' perspectives and imagery to develop the novel's theme about the impact of migration on one's sense of belonging.

Exit West pp. 145–166 — Chapter 8

Standards

RL.11-12.2RL.11-12.3RL.11-12.4

progress
monitoring

progress
monitoring

Analyze how Hamid uses imagery, character development, and symbolism to explore themes of belonging and home.

Exit West pp. 169–189 — Chapter 9

Standards

RL.11-12.2RL.11-12.3RL.11-12.4

Analyze how Hamid explores themes about migration and nativeness in this chapter.

Exit West pp. 193–209 — Chapter 10

Standards

RL.11-12.2RL.11-12.3RL.11-12.5

Analyze how Hamid develops themes about migration, identity, and belonging through characters, mood, and structure at the end of the novel.

Exit West pp. 213–231 — Chapter 11–12

Standards

RL.11-12.2RL.11-12.3RL.11-12.4RL.11-12.5

progress
monitoring

progress
monitoring

Engage in a jigsaw discussion about essays from The Displaced.

“Guests of the Holy Roman Empress Maria Theresa”
“The Parent Who Stays”
“Refugees and Exiles”
“A Refugee Again”

Standards

RI.11-12.2RI.11-12.3SL.11-12.1SL.11-12.1.aSL.11-12.1.bSL.11-12.1.cSL.11-12.6

Performance Task

Write a compare/contrast thesis statement and outline body paragraphs that include evidence from both The Displaced essay and Exit West.

Point-by-Point Outline Graphic Organizer (G12, U4)

Standards

RI.11-12.2RL.11-12.2W.11-12.1.aW.11-12.1.bW.11-12.1.cW.11-12.4W.11-12.5

Performance Task

Draft body paragraphs for compare/contrast essay on Exit West and chosen essay from The Displaced using strong comparison/contrast transitions.

Performance Task Mentor Text (G12, U4)

Standards

W.11-12.1.aW.11-12.1.bW.11-12.1.cW.11-12.4W.11-12.5

Performance Task

Write a strong introduction and conclusion as well as a Works Cited page for the compare/contrast essay.

Performance Task Mentor Text (G12, U4)

Standards

W.11-12.1.dW.11-12.1.eW.11-12.4W.11-12.5

Performance Task

Provide peer feedback and make revisions to the compare/contrast essay.

Peer Review Worksheet (G12, U4)

Standards

W.11-12.1W.11-12.2W.11-12.4

Review the criteria of a research assignment and conduct preliminary research.

Standards

W.11-12.7W.11-12.8

Gather information on a refugee crisis, compiling findings on the causes, refugee experiences, responses to the crisis, and action steps.

Standards

W.11-12.7W.11-12.8

Synthesize research on a refugee crisis by creating a website that effectively presents the required information.

Standards

L.11-12.1L.11-12.3SL.11-12.5W.11-12.2W.11-12.6

Engage with student websites through a Gallery Walk, examining them for content, design, and effectiveness.

Standards

RI.11-12.1RI.11-12.7SL.11-12.1

2 days

If additional assessment is needed, use the Warm Read and/or Vocabulary Assessments to gauge student understanding of unit content and skills.

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