Pupils could read and listen to the traditional poem "The North Wind Doth Blow" (anon). In groups, they should choose robin, swallow, dormouse or honey-bee, research how they survive the winter, and report back to class.
Was the poem right?
Pupils could imagine they are hedgehogs, waking up after hibernation, and describe their first spring day.
Ask students to decide who is talking in "Stopping by Woods on a Snowy Evening", by Robert Frost, and what the narrator's situation is. They could also study the structure and rhyme scheme of the poem, and decide why it is special and appropriate.
In the Forest of Arden (As You Like It), Duke Senior and his followers have "no enemy But winter and rough weather". Students should read Amiens' song in Act III Scene ii, and consider the effect of the parallel between winter and man's inhumanity, and the contrast between the serious verse and the lighthearted chorus.
Students could explore the significance of "the worst time of the year" in TS Eliot's "Journey of the Magi". Why is "the very dead of winter" important?