Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
Marigondon National High School
SENIOR HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEET

ST
21 CENTURY LITERATURE OF THE PHILIPPINES

Name: Score :____________________________

Year : Section:_________ _______________
I. Lesson Title (Quarter No., LAS No., Week No., Semester, School Year)
st
CRITICAL POETRY ANALYSIS OF PANCIT BY ADONIS DURADO (Quarter 1, LAS No. 1, Week 5, 1 Semester, 2020-2021)

II. Learning Competency /ies (LC) and Learning Objectives (LO)

A. Learning Competency:
1. Writing a close analysis and critical interpretation of literary texts:
2. Representative texts and authors from each region.
B. Learning Objectives:
1. Determine the literary elements in the poem “Pansit” by Adonis Durado.
2. Explain the social reality imbedded in the poem and its connection to the present time.
3. Display confidence and conviction in expressing one’s idea to the social issue
identified.
4. Adhere to the value of critical thinking and independence in performing the literary
tasks.
III. Concept Notes (Content Discussions)
Representative texts and authors from each region

This lesson will thoroughly discuss one (1) representative author of the region, analyze the significant
contributions the latter has to the development of literary culture of the region. To fully understand the
depths of his/her work. It is paramount that we have an in-depth understanding of the type of literature
the sample author- that is Poetry.

Poetry: Poetry is a type of literature that uses the sounds, rhythms, and meanings of words to describe the
world in striking imaginative ways.

Elements of Poetry:
1. Lines and Stanzas
a. Poetry is divided into lines, or groups of words.
b. Lines are organized in units of meaning called stanzas. The lines in a stanza work together
to express one key idea.
c. A blank line, called a stanza break, signals that one stanza has ended and a new stanza is
beginning.
 2. Refrains and Repetitions
a. Refrain – a line or group of lines that is repeated at regular intervals in a poem…reminds
readers of a key idea…often repeated at the end of each stanza.

b. Variations – changing one or more words with each repetition

3. Rhythm and Meter

a. Rhythm – a beat, created by stressed and unstressed syllables in words
b. Meter – a pattern of rhythm
c. Feet – units of stressed and unstressed syllables…Meter is measured in feet.

4. Sound Devices
a. Rhyme – the repetition of vowel and consonant sounds at the ends of words
For example: tin and pin hand and sand

b. Rhyme scheme – when rhymes follow a particular pattern

c. Alliteration – is the repetition of consonant sounds in the beginnings of words, as in

slippery slope.
 d. Repetition – is the use of any element of language – a sound, word, or phrase – more than
once.

e. Onomatopoeia – is the use of words that imitate sounds. splat, hiss, gurgle

5. Poetic Language
a. Denotation – dictionary definition of a word
b. Connotation – consists of the ideas and feelings that a word recalls canine  dog pooch
friendly, lovable dog mongrel  mean, ugly mixed-breed dog
c. Imagery – descriptions that appeal to the five senses…
(Imagery helps poets convey what they see, hear, smell, taste, or touch. Example: Taste
the green in the lettuce, Hear the crunch of its freshness, Smell its earth perfume.)
d. Figurative Language:
• Simile – uses the word like or as to compare two seemingly unlike things
• Metaphor – describes one thing as if it were something else
• Personification – human qualities are given to nonhuman objects

6. Forms of Poetry:
a. Narrative – tells a story in verse
b. Haiku – three-line Japanese form that describes something in nature. The first and third
lines each have five syllables, and the second line has seven.
c. Free Verse – poetry defined by its lack of structure….It has no regular meter, rhyme,
fixed line length, or specific stanza pattern
d. Lyric – expresses the thoughts and feelings of a single speaker, often in highly musical
verse.
e. Ballads – songlike poems that tell stories…often deal with adventure or romance.
f. Concrete – shaped to look like their subjects…The poet arranges the lines to create a
picture on the page.
g. Limericks – humorous, rhyming five-line poems with a specific rhythm pattern and rhyme
scheme
h. Sonnet - a poem of fourteen lines using any of a number of formal rhyme schemes, in English
typically having ten syllables per line.

A Spotlight to a Poet
Adonis Durado is a Filipino poet, visual journalist, and graphic
designer of Cebuano descent. He was born on August 25, 1975, in Cebu City, Philippines.
He is a fine arts graduate from the University of San Carlos. In 2017, he received the
Knight Fellowship from the School of Visual Communication at Ohio University. He is
currently an Assistant Professor at the School of Visual Communication within Ohio
University's Scripp's College of Communication.

Literature:
Durado has published four books of Cebuano poems. His recent collection To Whom It May
Not Concern (Pahinungod sa Di Hintungdan) was a finalist of the 2019 International
Book Awards.

Moreover, he was the recipient of several literary awards, including the Emmanuel
Lacaba Prize for Cebuano poetry (sponsored by the National Commission for Culture and
the Arts), the Outstanding New Writer Award (Cebuano Studies Center and Faigao
Foundation), and the Writer of the Year (Bathalad Foundation).
 IV. Activity- Post Test
Directions: In a short bond paper, you are tasked to make a critical analysis of the poem
“Pancit” by Adonis Durado. Your Critical analysis must include the following:
1. What you understand of the poem.
2. How does the poem reflect the socio-cultural reality of the country and to the present
times?

V. Practical Application: Reflection Paper

Directions: In a short bond paper, you are tasked to make your own “Bisaya” poem. This poem
must focus on one of the following topics:
1. Pandemic
2. Student Life
3. Poverty

Your poem must follow the following specifications:

a. AABB Rhyme Scheme
b. 4-line stanza
c. 4 Stanzas
d. Must make us of figurative speeches to be more creatively but rather obscure.

Prepared by: Noted by:

Tristan Genesis N. Amistad, T-I Mr. Jonathan Barazona

Subject Teacher Master Teacher II