snow fell softly through the night
made a blanket soft and white.
covered houses, trees and ground
didn’t make a single sound.”
Part 2 - Winter
Goals/Objectives: To introduce students to writing poetry that correlates with
individually created student artwork.
Students were exposed through language arts that poetry is
words that are put together to convey an idea or thought about a
subject. Exposure to
some poetry becomes essential to students learning about what
their task will be. Many students assume poetry consists of rhyming words. This
exercise helps them to understand language better and how they may
use it for writing their thoughts.
artwork, learning about nouns, adjectives, and verbs, then
successfully creating a poem by use of a formula:
A winter landscape with tempera paints:
If available read the story The Snow
the students create a winter landscape of leafless trees and
bushes on a gray snowy day.
Materials needed for art
lesson: 12 X
18 drawing paper (80 lb) or heavy manila paper; brown oil pastels
or brown crayon for drawing trees, hills, and moon or sun; thinned
tempera paints in white and bluish gray; set up a station with a
tooth brush for splattering “snow” on their winter scene using
their thumb to flick paint onto the page. (A simple window screen
stretched over a frame helps to splatter paint onto picture to
prevent large blobs from falling on the page.) If available,
visuals of winter landscape scenes to inspire drawing trees
(fronts of holiday greeting cards work well.)
With first graders the cinquain “recipes” were
discussed as well as the concept of nouns, adjectives and verbs.
In a group session the students created a word bank on
three separate pages for these categories.
Three different colors were used to make the word banks so
when the time came to follow the “recipe” (even the little
ones understand the concept of following the recipe (as opposed to
“formula”), the students could easily choose words from the
appropriate word bank list (it was called the “mixing bowl”
for this lesson) to create their poem.
A cinquain is a five-line, unrhymed poem
Cinquain “recipe”or formula
Line 1- 1 noun
1 word from the yellow sheet
Line 2- 2 adjectives
2 words from the green sheet
Line 3 –3 verbs
3 words from the blue sheet that
show action (ending all the same
such as “s,” “ed,” or “ing.”)
4 words that give a thought about
the noun in line 1
a synonym for line 1, 1 word
that means the same as the word (or
at least relates to the word in line 1)
Carlstrom, N. (1992).
The snow speaks.
New York: Little, Brown and Company.
Neamen, M. & Strong, M. (1993).
Writing through children’s and young adult
CO: Teacher Ideas Press.
Evaluation of poetry
artwork was a great springboard for thinking of words for the
bank. This was the
student’s first writing experience in poetry. The toughest part was getting them to do the fourth line
where they had to create a phrase that went with their subject
matter. Most caught
right on and with parental and teacher guidance this was
accomplished without too great a difficulty.
Students dictated their phrase and with assistance were
able to write their thought. This could easily be adapted for
See the World Wide Web site Snow Poems