TAP Impact EE5 Esperanza Rising
TAP IMPACT
Esperanza Rising Unit
Assessment
When assessment is tied to instruction students are held responsible for achieving high educational standards, it is ethically
imperative that educators develop assessment strategies that ensure equity in assessing and interpreting student
performance. Equality allows for differences in learning styles, disabilities, and student ability to have choices about how
they learn.
In published articles on the nature of engaged and meaningful learning support the use of alternative assessments that
are tied to curriculum and instruction and that emphasize higher-order thinking skills and authentic tasks. Alternative
assessments often have accurate goals of instruction and require students to solve complex, real-life problems. Some
educators believe that alternative assessments motivate students to show their best performance, performance that may
have been masked in the past by standardized fixed-response tests, and by content that was not motivating. Currently
formative and summative assessments support educational pedagogies. Formative evaluation is non-judgmental partly
because the focus in on learning as influenced by many factors such as teaching approaches, student's background
knowledge, and student motivation. Summative assessments (grades) are usually private and anonymous, and the full
weight of a grade is placed on the student alone.
This unit attempts to link instruction to formative and summative assessment while also recognizing learner differences and
challenges. By using collaborative learning approaches, choice board activities, and student responses in individual
journals; it is desired that all students have equitable opportunities that enhance choice and create motivation.
Unit Overview
In this unit students will explore some of the contrasts that Esperanza experiences when she suddenly falls from her
elevated perch as the only beloved child of a wealthy landowner surrounded by family and servants. Through a series of
misfortunes she becomes a servant herself among an extended family of immigrant farm workers. The unit will also look
behind the story at the historical, social, and cultural circumstances that help to account for the great contrasts and
contradictions that Esperanza discovers when she comes to the United States. And, finally, the lesson will invite students to
contemplate some of the changes that Esperanza undergoes as she confronts herself and her circumstances and grows
from a pampered child into a resourceful and responsible young woman.
This unit challenges students to learn to read and write effectively in a balanced framework. Included are authentic
opportunities for reading and writing on a daily basis some reading and writing tasks are modeled by the teacher, some in
groups, and leading to a few that are done independently by the student. The goal is to help children become readers and
writers who enjoy and value literacy.
Students will understand and compare the similarities and differences of children, families, and communities in different
times and places. They will analyze religious and other cultural traditions. Civil rights will be explored through debate and
persuasive writing.
Because of new mechanization faster and cheaper labor increased the labor shortage during the Great Depression/Dust
Bowl. Mechanization in industry is a natural lead into Newton’s laws of motion, simple machines, and forces in nature. This
unit will explore vocabulary and application of Newton’s principles.
This unit will encourage students will explore the water cycle and build understanding of the processes of evaporation,
condensation, precipitation, and run-off. Water on earth is used over and over. The water cycle, the continuous movement
of water from ocean to air and land then back to the ocean in a cyclic pattern, is a central concept in meteorology. In the
water cycle, the sun heats the Earth's surface water, causing that surface water to evaporate (gas). This water vapor then
rises into the earth's atmosphere where it cools and condenses into liquid droplets. These droplets combine and grow until
they become too heavy and fall to the earth as precipitation (liquid if rain, solid if snow).
Esperanza Rising Time Line
Day 1
Esperanza Rising Prediction Lesson Plan 1
Objectives –
COMPETENCY GOAL 2
The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
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2.02 Interact with the text before, during, and after reading, listening, and viewing by:
making predictions.
formulating questions.
supporting answers from textual information, previous experience, and/or other sources.
drawing on personal, literary, and cultural understandings.
seeking additional information.
making connections with previous experiences, information, and ideas.
Pre-Assessment Strategies –
Students are asked to relate themes from current books and movies to Esperanza Rising.
Depression/ Dust Bowl Photos are shown to make predictions about the story.
Power point of vocabulary and background information is shown to students.
Ac tivities
Students are asked to make predictions on story prediction chart about what might happen, clues and will later fill in what happened
and compare predictions to the story.
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As sessment Formative Assessment-Story prediction chart graphic organizer to be partially completed (finish on day 6)
Students will read in class to chapter 2 otherwise finishes reading for homework.
Evaluation
Evaluate all students for understanding and ability to make predictions and to support with clues from the text by checking clues
students wrote on the prediction chart
Day 2
Chapter 3 (Papayas) pgs. 23-38
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Chapter 3 (Papayas) pgs. 23-38
ObjectivesCompetency Goal 1The learner will apply enabling strategies and skills to read and write
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown
words.
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan,
reread the text, consult other sources, ask for help, summarize, paraphrase, question).
Pre-AssessmentAsk students to write everything they know about synonyms and antonyms in their Reading Journal (RJ)
Ask students if they have ideas about how discussion groups could function so that everyone is happy and successful
Ac tivitiesTeach if necessary synonyms and antonyms although it should not be necessary but as a reminder
Given the vocabulary words below…have students get into groups of four …and define the word, use the word in a sentence as a
s ynonym and antonym.
Vocabulary- Put on vocabulary page of Reading Journal
Anguish pg. 23- pain or distress
Devious pg. 22- tricky
Rosaries pg. 26- a string of beads used in praying
Indignation pg. 30- anger caused by something mean
Pretentious pg. 33- thinking that you are “better” than what you are
Pervaded pg. 38- to penetrate, to “seep” or “spread” through
After the vocabulary portion is finished teach how discussion circles will be handled incorporating any good input received from the
students earlier discussion
Teach students how Groups are to respond to comprehension questions in a group.
Students will create the following comment cards:
Excuse me, I’d like to add, I disagree, I agree because,
I don’t understand what you mean, I’m confused
Job within the groups includes:
Question Keeper: reads the question and keeps the students focused on discussing and answering the question
Note Taker: takes notes that will help your group form an answer to the question
Leader: calls on the person who wants to speak and encourages the members of the group
Answer Keeper: Finds answers to additional questions the group has
As sessmentStudents will complete a group participation rubric.
Formative-Comprehension Questions: Discuss in table groupings then as a class.
1. What did the will say?
2. Why does Tio Luis want to marry Ramona?
3. What does Miguel mean when he says, “In Mexico we stand on different sides of the river.”?
4. If you had to write a will, what would it say?
5. Predict what will happen to “Ramona and Esperanza now.
Evaluation-
Group participation rubric will be evaluated for group cooperation and teacher will walk around groups during group project to
determine if group comment cards are being used.
Synonym and antonym sentences will be evaluated for understanding of the concepts of similar and opposite.
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Day 3
ObjectivesCompetency Goal 1The learner will apply enabling strategies and skills to read and write
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown
words.
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan,
reread the text, consult other sources, ask for help, summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
 making predictions.
 formulating questions.

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 supporting answers from textual information, previous experience, and/or other sources.
 drawing on personal, literary, and cultural understandings.
 seeking additional information.
making connections with previous experiences, information, and ideas
Pre-AssessmentCheck to see that students are caught up in reading
Ac tivitiesCharacter (G.O.)Graphic Organizer- Predict what Esperanza is thinking, feeling, will do next
Plot Diagram (G.O.) Graphic Organizer-Identify plot, characters, setting
GIST (G.O.)
Vocabulary- Put on vocabulary page of Chapter 5 questions (see above evidence and below evidence for chapters 4 and 5) for this
portion)
Salvage: save
AssessmentFormative- Have children read from pages 42-50 and answer this question in their reading journal:
Is it going to be easy for Esperanza and her mother to move to California? What clues in the book support your opinion?
EvaluationEvaluate responses in Chapter Questions to make sure students have correct vocabulary and that opinion is supported adequately.
Have students repeat exercise if documentation is not adequate. Check to see if more guidance is needed or if student was just trying
to complete work too quickly.
Have children read from pages42-50 and answer this question on their chapter questions booklet:
Is it going to be easy for Esperanza and her mother to move to California? What clues in the book support your opinion?
See upload of student chapter questions below for evidence of questions from chapter 5
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See upload of student chapter questions below for evidence of questions from chapter 5
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Day 4
Chapter 4 (Figs) pgs. 39-57
Objectives2.02 Interact with the text before, during, and after reading, listening, and viewing by:
 making predictions.
 formulating questions.
 supporting answers from textual information, previous experience, and/or other sources.
 drawing on personal, literary, and cultural understandings.
 seeking additional information.
 making connections with previous experiences, information, and ideas.
Pre-AssessmentRecall predictions made at the beginning of the novel and connections to students’ life- assess if students find elements of the story
relevant and see if they are able to see connections to their lives
Ac tivitiesUse the discussion group model that was taught earlier in the unit assigning Jobs to Each group member so that it rotates and all roles
have a chance to be filled by each student and different times.
Questions to discuss after student respond in their writing journal: have each table group answer one question then share the
discussion with the class.
Comprehension questions:
1. What would Papa have wanted Esperanza and Mama to do after the fire destroyed their
home and ranch? Why?
2. What does “starting over” in this chapter mean for Esperanza?
3. Where will Abuelita stay until she gets stronger and can join Esperanza and her mother?
4. On pg. 51 what is the s ym bolism of Abuelita’s bundle of crocheting that she hands
Esperanza when she is ready to go with her sisters?
5. With all that has happened to them, Esperanza is surprised that her mother is concerned with
a poor family who needs clothes, and she is doubly surprised to learn that the clothes are for
Esperanza and her mother. What does this say about Esperanza? What does it say about
her mother?
As sessmentFormative-Discussion with class about what happened vs. predictions made on charts
Formative-Discussion with class comprehension questions
EvaluationEvaluate if students comprehend the authors choice of words, figurative language, and plot development.
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Day 5
Chapter 5 (Guavas) pgs. 58-80 read in class
ObjectivesTo Make Predictions
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan,
reread the text, consult other sources, ask for help, summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
 supporting answers from textual information, previous experience, and/or other sources.
 drawing on personal, literary, and cultural understandings.
 seeking additional information.
Pre-Assessment-
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Pre-AssessmentAsk students to recall details that they remember about the civil war and slaves escaping during that time period to assess prior
knowledge
ActivitiesHave students compare in a Venn Diagram slaves escaping from the South before and during the Civil War to Esperanza and her
mother escaping to California
Group discussion model for questions
As sessmentFormative-Use discussion circle model to discuss in groups the following questions then share findings as a class.
Questions to Discuss:
Students are to write the answers in their Reading Journal in complete sentences. (chapter 5 questions evidence above)
1. Why doesn’t Esperanza allow the barefoot girl to hold the doll? What does this say about
Esperanza?
2. Why does Esperanza’s mother say that they are now peasants? How have they become
peasants?
3. The author uses the word valise on pg. 69. What is a s ynonym for valise?
4. How is the woman, Carmen, rich, even though she is poor? (pg. 77)
5. After reading these pages, do you think Ramona had always been wealthy? Why or why
not?
EvaluationEvaluate students’ ability to compare and contrast elements from different time periods in history
Evaluate student abilities to function properly in discussion groups
Evaluate if groupings need to be changed up to create better dynamics
Venn diagram done as a class after brainstorming in groups (student sample from notebook)
Day 6
Objectives2.02 Interact with the text before, during, and after reading, listening, and viewing by:
 making predictions.
 formulating questions.
 supporting answers from textual information, previous experience, and/or other sources.
 drawing on personal, literary, and cultural understandings.
 seeking additional information.
 making connections with previous experiences, information, and ideas
Pre-AssessmentShared reading :How My Parents Learned to Eat
by Ina R. Friedman
Shared Reading: Ellis Island
Purpose of reading is to stir emotions about cultural differences and looking at how different cultures can be but also how similar
ActivitiesStudents Group discussion model for questions
As sessmentFormative- groups will use discussion group model
Discussion Questions:
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Formative- groups will use discussion group model
Discussion Questions:
1. When Esperanza meets Isabel in California, she smiles at her, yet thinks that Isabel can be
happy about “such little things” (pg. 90). What does this tell us about Esperanza’s
character?
2. Why do the different ethnic groups live separately from each other on the ranch according to
Marta? (pg. 97-98)
3. What is the m ain idea to topic of this story so far? (starting over, immigration)
4. At the bottom of (pg. 99)…Why doesn’t Esperanza like Marta?
EvaluationEvaluate if students can reflect the main idea and topic in Esperanza Rising
Evaluate student ability to make predictions about Esperanza and their ability to connect with the character
Class discussion of questions after groups have had enough time to collaborate.
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Day 7
Chapter 8 (Almonds) pgs.120-138
ObjectivesCompetency Goal 1The learner will apply enabling strategies and skills to read and write
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown
words.
2.09 Listen actively and critically by:
 asking questions.
 delving deeper into the topic.
 elaborating on the information and ideas presented.
 evaluating information and ideas.
 making inferences and drawing conclusions.
 making judgments.
Pre-AssessmentHave students discuss strike and develop a definition. (refer to pgs. 129-135) (see above evidences for student samples)
Strike- to stop working until your boss or employer gives you a pay raise or better working conditions.
ActivitiesHave students vote to strike or not strike. Divide the students into 5 groups. Students will create strike or no strike signsbut only
decorate the front of the poster.
Group discussion model for questions
AssessmentFormative: to be done in discussion groups with assigned jobs
Discussion questions:
1. Why were Miguel and Alfonso getting water during the train breaks?
2. What do Papa’s roses symbolize? (his heart)
3. What does “going on strike” mean? (refer to pg 132 where Marta compared the migrant
workers to small, meek kittens)
4. Why do people, like Marta, want to go in strike?
5. Will going on strike help the workers? (refer to pgs. 134-135)
6. What can Esperanza learn from her mother?
Individually write your response in your Esperanza Rising chapter guide:
After one day at the farm camp, Esperanza and her family have bruises. How are Esperanza’s bruises different from those of her
family? (skill- M ak ing Comparisons)
Evaluation-
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EvaluationEvaluate if students are able to make comparisons by checking the response to the question complete with a class discussion
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Day 8-9 Water Cycle lesson plan 2
Chapter 10 (Potatoes) pgs. 158-178 Water Cycle lesson plan 2 see attachment
ObjectivesGoal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.
Objective 3.01
Investigate the water cycle including the processes of:
 Evaporation.
 Condensation.
 Precipitation.
 Run-off.
Pre-AssessmentStudents will see a cup of water with ice cubes and shaved ice representing snow. When melted students will be asked to write in
their journals: What Happened?
Water cycle lesson plan (refer to pg. 167) in the novel to make connections to unit
Ac tivitiesChoice board activity
As sessmentFormative-Students will share predictions in science journals and with the class (check notebooks). The final evaluation will be the
group project (See Attachment A: Choice Board Activity)
Summative-Choice Board activities will be evaluated with a participation rubric and a final project rubric. (See Attachment: Rubric 1
and 2)
EvaluateEvaluate student understanding of 3 states of water and the stages of the water cycle
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Rap of the water cycle check out the movies
On my class blog
Ms. Hart's Blog & Photos
http://classhart.blogspot.com/
Pasted from <http://wsfcsel.schoolwires.net/Page/28757>
Play doh representation of the water cycle
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Day 10-11 Lesson Plan 3 Debate in Social Studies (jigsaw/four corners) see attachment
ObjectivesCompetency Goal 4 The learner will trace key developments in United States history and describe their impact on the land and
people of the nation and its neighboring countries.
4.05 Evaluate the effectiveness of the civil rights and social movements throughout US history that reflect the struggle for
equality and constitutional rights for all citizens.
Pre-AssessmentStudents will assess prior knowledge by writing in their journals with the following prompts:
1. A striker in the 1930’s was an unskilled laborer who supported not
working for a short time in order to have demands of higher wages and
decent housing. What reasons would a striker give for demands that
they have made and for not working?
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they have made and for not working?
2. A Non-striker in the 1930’s was an unskilled laborer who did no t
support stopping work to demand higher wages and decent housing.
What reasons could a non-striker give for not joining other workers in a
strike?
Class will share and discuss ideas as the teacher puts ideas on the board
ActivitiesBreak each group into pairs of Strike and Don’t Strike migrant workers and have them complete the Initial Statement Graphic
Organizer
Students will debate in small groups then as a whole class
Homework- Interview a person from the depression
As sessmentThe debate will be a formative assessment and the homework/reflection will also serve as a summative assessment.
EvaluationEvaluate students understanding of the effectiveness of the civil rights and social movements throughout US history that reflect the
struggle for equality and constitutional rights for all citizens
Evaluate students abilities to make and defend arguments
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Raleigh's IEP states that he can complete assignments
Orally with the teacher.
Day 12
Lesson Plan 4 Persuasive Writing (part 1)
ObjectivesCompetency Goal 2
The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
2.03 Read a variety of texts, such as: fiction (tall tales, myths).
2.09 Listen actively and critically by: asking questions.
2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.
Competency Goal 3
The learner will make connections through the use of oral language, written language, and media and technology.
3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats.
Competency Goal 4
The learner will apply strategies and skills to create oral, written, and visual texts.
4.10 Use technology as a tool to enhance and/or publish a product.
4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter)…..in this instance persuasion
Pre-AssessmentStudents will need to be familiar with advertising and persuasion to a very minimal degree
Ac tivitiesStudents will play a series of games to identify, define, and recognize persuasion in text, advertizing and will produce a product that
relates to the novel (persuade Esperanza to stay in Mexico or to leave)
As sessmentTo be completed in part 2
EvaluationEvaluate students’ ability to understand persuasion definitions and the ability to apply the definitions in the activities.
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Raleigh's IEP states that he can complete assignments
Orally with the teacher.
Day 13
Lesson Plan 4 Persuasive Writing (part 2)
ObjectivesCompetency Goal 2
The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
2.03 Read a variety of texts, such as: fiction (tall tales, myths).
2.09 Listen actively and critically by: asking questions.
2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.
Competency Goal 3
The learner will make connections through the use of oral language, written language, and media and technology.
3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats.
Competency Goal 4
The learner will apply strategies and skills to create oral, written, and visual texts.
4.10 Use technology as a tool to enhance and/or publish a product.
4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter)…..in this instance
persuasion
Pre-AssessmentReview from the day before
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Review from the day before
Ac tivitiesStudents will play a series of games to identify, define, and recognize persuasion in text, advertizing and will produce a product that
relates to the novel (persuade Esperanza to stay in Mexico or to leave)
As sessment Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies,
use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer
them guidance and practice as needed.
 Collect both assignments and the Check the Strategy sheets and assess how well students understand the different elements of
persuasive writing and how they are applied.
 Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand
how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make
changes from the map to their finished essays.
 Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
EvaluationEvaluate students ability to use technology to make persuasion maps and the effectiveness of using a computer graphic organizer
verses a print out. Evaluate the quality of persuasive essay’s and the quality of creative in the presentations to see if the activity is
engaging, authentic, and relates to real world issues.
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Day 14 Chapter 13 (Peaches) pgs. 214-233
ObjectivesPre-AssessmentHow do you know if a person has changed for better or worse after a tragedy? Is it okay to be selfish sometimes? Is it okay to treat
people without respect at times?
Ac tivitiesIn discussion groupings discuss
Esperanza gives Isabel the doll her father had given her. What does this tell you about how Esperanza has changed? Create a time
line in groups that demonstrates how Esperanza has changed throughout the story
As sessmentFormative-Individual response in reading journal
RR Esperanza gives Isabel the doll her father had given her. What does this tell you about how Esperanza has changed? (s k illAnalyzing character)
EvaluationEvaluate student abilities to analyze character and situational details that may change how we analyze character
Day 15
ObjectivesAssess Unit Effectiveness
Pre-AssessmentNone required
ActivitiesLast chance to finish up reading and any uncompleted work
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Ac tivitiesLast chance to finish up reading and any uncompleted work
Students will take a multiple choice quiz
As sessmentSummative – Quiz parts A and B
EvaluationEvaluate social studies, reading, and writing content
Day 16
ObjectivesAssess Unit Effectiveness
Pre-AssessmentNone required
Ac tivitiesUnitit Test consisting of essay and multiple choices
AssessmentSummative – Unit Test
EvaluationEvaluate effectiveness of cooperative learning and student ability to summarize, understand author meaning
Multiple Choice
Part A
Reading/Writing Content
1. When Papa talks about hearing the earth’s heartbeat, the earth is an example of
a. foreshadowing
b. personification
c. simile
d. figurative language
2. Persuasion is a means of
a. convincing the reader of something
b. telling the reader a story
c. teaching the reader a lesson
d. using dialogue
3. After Papa’s death, Esperanza feels “numb, as if encased in a thick skin that nothing
could penetrate.” This is an example of
a. persuasion
b. foreshadowing
c. metaphor
d. simile
4. A television advertisement features Kobe Bryant endorsing a new sports energy drink. This is a persuasive technique
known as
a. emotional appeal
b. bandwagon
c. testimonial
d. statistics
Multiple Choice
Part B
Social Studies Content
1. When Esperanza and her family do not have enough food to eat, they are experiencing
a. economics
b. interdependence
c. scarcity
d. consumption
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2. Mama and Esperanza give up their life in Mexico for an opportunity for life away from
Tio Luis in the US. When giving up one option to choose another, their life in Mexico is
referred to as their
a. opportunity cost
b. interdependence
c. scarcity
d. resource
3. When the workers join together and organize a strike in order to improve their working conditions, they are exercising
their right of
a. religious freedom
b. branches of government
c. democracy
d. freedom of speech
4. The workers in the field camps are producers of
a. services
b. goods
c. wants
d. resources
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Name____________________________
Esperanza Rising End of Unit Test
1. Tell the definition of an immigrant. How were Esperanza and Ramona immigrants in the story?
2. Why did Esperanza and Ramona move to California from Mexico? Was this a good idea? Why or why not?
3. Describe how Esperanza changes in the story.
4. Which of these events happened first?
a. Esperanza’s house burnt down.
b. Tio Luis proposed marriage to Ramona
c. Esperanza, Ramona, and their servants escaped in the middle of the night.
d. Esperanza’s papa died.
5. What is the main idea of Esperanza Rising?
a. the death of Papa
b. Ramona’s valley fever
c. starting over
d. Abuelita coming to California
6. Readers who enjoy this book most likely enjoy reading:
a. history
b. folk tales
c. fairy tales
7. What was the significance of the blanket Abuelita was crocheting?
a. to remind Esperanza to work hard
b. to cheer up Esperanza
c. to remind Esperanza there are both good and bad times in life
d. to remind Esperanza that Abuelita would join them in California
8. Was the Great Depression occurring during the years of the Dust Bowl? What were two of the causes of the Dust Bowl and onecause of the
Great Depression?
9. Why did Miguel think his life was better in California than in Mexico?
a. He was a peasant in California.
b. He worked on the railroad.
c. He had a chance to become more than a peasant.
c. He knew his boss.
10. What is the importance of Ellis Island?
a. Many immigrants came through Ellis Island to enter the U.S.
b. It is off the coast of New York City.
C. Ramona and Esperanza visited Ellis Island.
d. Ellis Island is now a museum
11. Why did some of the workers strike?
a. They wanted better homes.
b. They wanted more money.
c. They wanted to make better lives for their families.
d. All of the above
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