Fruit Belt Lesson Plans for Elementary (K-5) 


GRADE 5: ENGLISH/HISTORY

LESSON: Campesinos-Fieldworkers, Analyzing Contemporary Texts

  • Lesson Objectives: Students will read Leobardo V. Cortez's poem, Camesinos (Fieldworkers).

Campesinos

Fieldworkers


Temprano

cuando sale el sol,

bultos se mueven por los campos como

relojes en cada amanecer

hasta que la luna sale.

 

Sus manos de bronce

saludan

como

rifles en una guerra.

 

Luchando

para sobrevivir

un nuevo manana

para nuestros hijos....

 

Los chalecos blancos

de nuestra inocencia

pureza

y riqueza....

 

Ven nino, deja tu vida sobre la tiera.

Yo soy

el esclavo de mis hijos.

 

Yo soy

 tambien su dueno.

!Si!

 

Yo soy

el campesino

en los campos....

Early,

when the sun comes out,

lumps move throughout the fields like

clockwork every sunrise,

until the moon comes.

 

Their bronze hands

wave

like

rifles in a war.

 

Fighting

for survival

a new tomorrow

for our children....

 

The white vests

our innocence

purity

and wealth....

 

Come child, leave your life upon the land.

I am

the slave of my children.

 

I am

their owner as well.

Yes!

 

I am

the campesino

in the fields....

Leobardo V. Cortez

  • Questions  

    1. How would you know the poet is a fieldworker if you did not know the title of the poem?
    2. Describe how the fieldworkers' life is different than your own life.
    3. What could be done to improve working and living conditions for migrant field workers?
    4. From the poem, do you thin migrant fieldwork is difficult or pleasant work? Why?
  • Follow-up: Using the Labor website in Online Exhibit, have students view photographs of fieldworkers from the Great Depression for a comparison. 
  • Relevant Standards: English Language Arts / Strand III / Content Standard 5 / Early Elementary: All students will read and analyze a wide variety of classic and contemporary literature and other texts to seek information, ideas, enjoyment, and understanding of their individuality, our common heritage and common humanity, and the rich diversity in our society.

    • Benchmark 2: Describe and discuss the similarities of plot and character in literature and other text from around the world.

    • Benchmark 4: Recognize the representation of various cultures as well as our common heritage in literature and other texts.

    • Benchmark 5: Explain how characters in literature and other texts express attitudes about one another.


HOME / ONLINE EXHIBIT / TEACHER RESOURCES / LINKS / SITE INDEX

WESTERN MICHIGAN UNIVERSITY DEPARTMENT OF HISTORY / FT. MIAMI HERITAGE SOCIETY OF MICHIGAN