Name: JHAM LYNSY E.

ESPENIDO ENGLISH 10 QUARTER 3

A. Direction: Use the chart below to analyze the short story “A Day in the Country.” Use the questions
provided as your guide.

Title: __________________________________ Genre: __________________________

Element Description
Fyokla, Terenty, and Danilka
1. Character(S): Who are the characters in the story?

At the village (country side), between 8 and 9

2. Setting: Where and when does the story take place? in the morning

The problem is when Donilka met an accident

wherein he can’t pull out his hand from the
3. Conflict: What is the main problem in the story?
hole

The story is about two orphans at play when

4. Plot: What is happening in the story? What is the threatening storm appeared forcing the
story about? residents to take refuge

5. Tone/Mode: What is the author’s attitude toward the
subject? What kind of emotion or feeling do you get
after reading the story?
6. Point of View: Who is telling or narrating the story? Is
one character acting as a narrator (first person), or
someone telling what is going on (third person)?
I fell that I wasn’t great enough to face the
world by my own because I don’t have that
much experience that Trenty has.
A story told by a narrator who is not a
character in the story is a third-person
narrative.

B. Read the following excerpt from the story “A Day in a Country.” Fill out the table with the correct cases
of the pronouns taken from the excerpt.

PRONOUN CASES
SUBJECTIVE POSSESIVE OBJECTIVE
He His Him

3rd person singular

(male)
M2

I. Assessment

Activity A. WINTER, SPRING, SUMMER, OR FALL

The title tell a lot about the overall theme of the poem. Let us discuss the following:

1. Why was the poem entitled “Autumn”? What ideas and/or feelings/s does the title evoke?
Sadness yet inspired. Because autumn is a season that all plants loss
their leaves and flowers, if you compare it to your life,there are always
problems that make you down, but always, the SPRING for your life will
help you to restart again and continue leaving.

2. Autumn is described as in-between summer and winter. What things/events could best represent
these two seasons?
Autumn falls between summer and winter. 

During summer season, temperature increases. Weather becomes

warm. If the temperature spikes too high, it brings heat waves or
drought. Forest fires become more frequent too. 

Winter season brings cold wind and chills living organisms. It brings

cold rains and in other areas ice in the form of snow. Leaves will fall and
tree branches become bare. Animals migrate to warmer weather and
some change its appearance to adapt to the change in temperature.

Autumn is the season where summer season dies down and winter
season rise up.

3. How would you relate the title of the poem to what is happening now to the Earth?
Every Autumn, the trees starts to turn color orange, a sign that the
leaves will soon fall out of it's branch and the season of Fall will begin.
After this season, Winter comes and Spring will sprung and leaves will
grow again, making a greenish scenery wherever you look.
Like so, our nature is beggining to fall out, fading its beauty. But we can
resore it.
Change is constant, as changing from a filthy place into a friendly
surrounding is possible. We can make it look majestic again how once
it'd been.

4. What do the following lines suggest?

a. That somewhere they’re nailing a coffin, in great haste

There are some poetic lines that means something more or something different
than what it was referring to. Writers can use personification by making objects
appeal as a person in his writings or such. And sometimes it is just a means of
making words appealing and flowery or beautiful to read and write, by replacing
words to somewhat hide the real meaning.
What the  line  suggests:

1. People are too eager to keep secrets

2. Some people are too afraid of revealing their sins
3. People are keeping something they don’t want other to find out

B. Sweet beauty, but today all to me is bitter

This Is Just my Opinion: Everything Is Beautiful, but not every time, there are
times that we experience hardships but that doesn't mean that everything is ugly.
the line said "Today" not All my life, so it suggests that bitterness is not forever
but only in a specific time but everything is "Sweet Beauty"

C. Yet, love me, tender heart! Be a mother,

Even to an ingrate, even to a scapegrace
The persona is asking for the love and sympathy of Mother Earth even
though we made so much sins and though we are irresponsible.

5. Did you realize that even nature has its own limits? How do you deal with this? Relate it to real-life
situations by sharing your own, personal experience/s?

I always taught myself that even nature has its own limit. Sometimes in
our lives we kept on letting others to take advantage on us, but once we
reached the point that you'll realized that it's too much, you'll let yourself
stay away from them. Like nature, if we keep on cutting the trees in
illegal way, disaster is the feedback into us. we can also relate it to our
natural mineral resources

Activity B. WHO’S SAYIN’ WHAT TO WHOM?

Instruction: Write the most suitable pronoun on each blank and encircle its antecedent. Observe correct
pronoun-antecedent rules.

Emily sits by her desk. 1. _____she___ studies for an exam. Actually, 2. _____________she____ forces 3.
____________herself____ to study for that exam, since 4. ___she____________ really wants to do is go
outside and play soccer! Her friends Kelly is by her window 5. __________she _____ throws a little stone at
it and then calls, “Is there 6. _________somebody______ home?
“Yes, 7. _________I_____ am here!” Emily answers. 8. ______this _________ is so 9. _________I ________
want to be outside with 10. ___________you______ and not here with those boring booklets, 12.
______you_________ should come out and play with 13. _____me__________ !” Kelly calls back.

“I can’t do 14. ___________that____,” Emily says sadly. “This exam of 15. _______mine______ is tomorrow,
so now 16. ___________I ____ need to study for 17. ________this_____.” She takes the stone that Kelly
threw in, and sends 18. _______it______ flying outside. Then 19. ___she _____ closes the window. 20.
 ______she _____ knows that 21. ______Everyone___ else studied already, and now 22. ___one______ of
them are playing outside.

“Well,” she thinks to 23. ___________herself____” 24. _______this____ is my test, and I 25. _____Myself_
have to study for it. 26. ___I______ know that Kelly wants to help. 27. ___Me_______, but not this time. 28.
___she____ can’t help 29. ___she________ takes another look at her two booklets. 30. ____she_______
tries to read a page of the first booklet, and then a page of the book 31. _______ _other__. 32. _____these_
are boring.

“33. __None_____ of you are interesting!” she tells them seriously. “What can 34. ___________ do?” she
thinks to 35. ___herself___. “I really had enough!”

Suddenly, a great idea comes to her. “36. ___I______ know!” she calls, “I’ll make a drawing of 37.
__Everything__ I read! I like to draw, and drawings will make 38. ___this________ interesting!”

She grabs her pencil and happily begins to draw. 39. __Everything__ and more is drawn on her notebook,
and after two hours she finishes her booklets.

She is tired but happy, and 40. __she______ can finally go out to play.

“Where is 41. __Kelly_____?” she asks 42. herself__. Emily notices it is dark already. “I guess they 43.
___all__ went home …”

Suddenly 44. __someone____ rings her doorbell. ___the__ yare Kelly and the rest of her friends. 45.
____they_ are ___all________ tired and they want to watch a movie together. Emily is very happy. She can
now enjoy a movie with her friends.

M3

Activity A. MINDING THE TEXT

Instruction: Answer the following questions pertaining to the selection “The Voice of the Mountain.”

1. Who are the following characters?

a. Popocatepetl
In the story The Voice of the Mountain, Popocatepetl is
the primary character. Popocatepetl, the main
character, is a mountain that is unable to move because
he may produce a large hole in the earth.
a. Little animal with two arms, two legs, a head, and a very brave air
Within story, the inventor or he could be a dwarf. The
eagle stated that he is capable of inventing anything, so they
should seek assistance from that small creature.
2. What does each represent in our modern time?
a. white mantle
Snow-covered mountain peaks

a. flat cakes
small islands
a. Popocatepetl’s hunger
 Calm volcano
a. Popocatepetl’s rage
Volcanic activity
a. the little animals dwelling
Residential neighborhoods near Popocateptl
a. Popocatepetl’s howling
Minor volcanic activity

3.How do the little creatures/animals respond to Popocatepetl’s request for food?

By forsaking Popacatepetl in order to have their own space
to dwell together, they ensured their own existence.
4. What does the little animal promise to Popocatepetl? Does he keep his promise?
The little animal had pledged to give Popocatepetl a wing, but
he had broken his promise.
5.Why do you think the little animal made a promise?
Popocatepetl made a promise to the little animals that they would
obtain a swelt or a location where they could live together with their
kind.
6.How does Popocatepetl react with to the little animal’s broken promise? How did he express his
angry?
He grew enraged with them. He erupted out of his rage and voiced
everything that was on his mind at the time. He was a huge letdown
for the animal.

7.How can you relate the story to your everyday experience? Give specific situation, mentioned in
the story which you can relate to your life as an individual, as a member of your family, and society
as a whole?
Popocatepetl and his pals are portrayed as folks who work
for a living in the novel. You can think of it as a fir in
modern civilization, with the boss being the mountain and
the workers being the small animals. Families can work
together better and have stronger relationships if they
direct family members to collaborate.
8.What event/entity in the story do you find most significant? Why?
The "Voice of the Mountain" is about Popocatepetl, a ravenous old
beast. Popocatepetl was enormous, and it was forbidden to travel
around the planet for fear of causing holes. He was also forbidden
from moving in search of food.
 ACTIVITY B. DIGGING THE WORDS OF MODIFICATION
Instruction: Explain the function of each word as used in the text you have just read. Use the table below in
presenting the word structure. 

Words/Phrases Head Function Explanation

(adjective / adverb)

large as a thousand adjective Adjective A thousand churches are described by the word large,
churches modifier which is also an adjective.

Adjective Adjective It is the head because it specifies the adjectival

empty as a broken modifier category of the phrase. This phrase can be used to
water jar describe either a noun or a pronoun. "My heart is
[empty as a broken jar]," for example, might refer to
the heart's inability to hold any feelings, similar to
how a broken jar cannot hold any water.
longingly Adverb Adjective Longingly is an adverb ending in -ly. An adverb that
modifier modiies an adjective ends in -ly.
Adjective Adjective When warm, wet air rises into cold air,
modifier thunderstorms form. The heated air cools, causing
moisture, known as water vapor, to condense into
storm-clouds
little water droplets — a process known as
condensation. A convection cell is the name for this
circuit of rising and descending air. A cloud will
form if this happens in a modest amount.
Adverb A function is defined as a relationship between a set
within each
of inputs and a set of possible outputs, with each
input relating to exactly one outcome.
requires something Adverb
like a dozen stars

Adverb When you say someone performs something

manfully manfully, you're referring to their determination or
bravery. They did an excellent job of sticking to
their assignment. More Synonyms of manfully:
fearlessly, proudly, forcefully, stoutly
rightfully Adjective  having a valid or just claim, as to some property
or position; legitimate: the rightful owner of the
farm. belonging or held by a valid or just claim:
one's rightful property. equitable or just, as actions
or a cause. proper; appropriate; fitting.
ever kindly Adverb

Delightedly Adverb in a style that expresses delight: He danced joyfully

around the room.
Adjective/Adverb double It can be used as an adverb or an adjective
very simple function. depending on the context. This word is categorized
as an adverb if it is used to modify a verb, an
adjective, or another adverb in a particular sentence.
stretches from the Adjective
sea to the sea

soar on his wings Adjective

from the star to the
 star

old peak Adjective

I. Major Output

UTILIZING AND SUSTAINING NATURE

Everyone is responsible for the proper utilization of natural resources thus, one must be aware of the
effects of one’s actions.

Find out whether you are doing what is best for humankind and nature; check your plan against those of
the authorities’ by researching on the government’s projects and programs. Consider the guidelines
below.

1. Surf the internet and search for government projects and programs.
2. Determine the specific government projects and programs on recovery, optimization of natural
resources, and sustainable development.
3. Assess whether your own community observes the same recovery measures, utilizes the methods in
maximizing the potential of nature, and implements projects and programs for sustainable
development.
4. Find out how a student like you can help and contribute in the implementation of these projects and
programs.
5. Sum up your findings using tables.

National Government’s Programs / Projects

Recovery Utilization Sustainability Status

This NGA is amassive
forestrehabilitationprogram of
thegovernment. That isall
aboutreforestation.
This program helpsour
nation byenhancing the
country’s forest
stock to absorbCarbon
dioxide,which is
largelyblamed for
globalwarming
the program ishelped by dep. active
ofagriculture,agrarian
reformand DENR, thathelps us
toimplement thesaid program
forthe timberproduction and
asa protection aswell.

MANILA BAY  Cleanup of  Continuing education Active

REHABILITATION  designated esteros of citizens to protect the
and waterways; gains
 Reduce fecal  Sustained law
coliform level and enforcement and
toxic discharges from monitoring
houses and  Fast tracking/ Earlier
 establishments by completion of the
causing connection sewerage system in
to existing STPs and Metro Manila from
requiring STPs for 2037 to 2026
gov’t, commercial,
industrial, and
educational
establishments;
 Inspect and repair
leaks in old sewer
lines;
 Provide temporary
sanitation facilities to
informal settlers
residing along
esteros and
shorelines pending
relocation;
 Implement solid
waste management;
and
 Start planning for the
relocation of
informal settlers

Philippines Poverty poverty and environmental The Philippine Poverty- Active

Environment Initiative:
Environment and Natural
Resources Revenues and
Benefits for Poverty
Reduction and
Environmental Sustainability
integrity are closely linked;
people utilize environment
and natural resources (ENR)
to mitigate poverty but in
doing so the resources are
exploited that may aggravate
poverty.
Environment Initiative focuses
on poverty reduction and
sustainable development by
integrating pro-poor agenda
and environmental concerns
into development planning and
decision-making process. It
aims at demonstrating that, if
managed properly and
sustainably, natural resources
can propel the country to a path
of an inclusive and susainable
development.

Local Government’s Programs / Projects

Recovery Utilization Sustainability Status

Let us helpeveryone to This said programcontributes toour This program willhelp us to Active
dotree plantingbecause environmentby supplying sustainits beauty to thenext
most ofus is still andproviding ourneed in our generationsso that they canalso
cuttinglots of treeswhich dailyliving. use it and getbenefits from it
is illegal.
DISASTER Disaster Risk Reduction is an The Sendai Framework active
REHABILITATION integral part of development. The complements the Sustainable
AND RECOVERY importance of a risk-informed and Development Goals (SDGs).
FRAMEWORK resilient environment is recognized The SDGs embodies a
 by the three global policy universal call to action to end
frameworks and international poverty, protect the planet and
agreements: (a) The Sendai ensure that all people enjoy
Framework for Disaster Risk peace and prosperity. It
Reduction 2015-2030, (b) The contains 17 goals which takes
United Nations Agenda 2030 for off from the Millennium
Sustainable Development Goals and Development Goals and
(c) the Paris Agreement within the include new areas such as
United Nations Framework climate change, economic
Convention on Climate Change. As inequality, innovation,
signatory or party to the three sustainable consumption, peace
global policy frameworks and and justice, among other
agreements, the Philippi priorities. As such, disaster risk
reduction is at the forefront of
SDGs. DRR is incorporated in
10 out of the 17 SDGs which
firmly establishes DRR as a
core development strategy in
achieving sustainable
development.
LGU Guide for Disaster rehabilitation and recovery In preparing for a sustainable Active
Rehabilitation and covers measures that will ensure the rehabilitation and recovery
Recovery from COVID- return to normalcy, and even better, program, the following
19 of localities and communities that principles, though not
were affected by disasters, through exhaustive, may be considered:
restoration, reconstruction, • Consistent with the
improvement, and other development goals and
development activities within the objectives of the locality,
principle of “Build Back Better.” municipality, and city • Broad
The rehabilitation and recovery enough to cover all affected
program can build on the response sectors and fully integrated for
and relief initiatives that have ease of coordination •
already been implemented by Evidence-based: Uses the best
LGUs. Moreover, the activities available data from a wide
undertaken during the rehabilitation range of sources, but this does
and recovery phase can contribute not mean delaying the
to preparedness and prevention for formulation of the program just
future hazardous events, such as the to gather all the desired and
adoption of more stringent latest information; timeliness
standards for physical should not be sacrificed •
infrastructure. This guide, however, Forward-looking: While based
will focus on rehabilitation and on statistical trends and
recovery strategies from COVID-19 informed predictions, it should
while adapting to the new normal. consider the likely impact on
All information contained in this future similar and emerging
document is as of February 26, disasters; emerging disasters;
2021 though the current guide is on
COVID-19, the lessons learned
may be applicable to other
biological hazards in the future
• Outward-looking: Takes
account of situations and
developments outside of the
locality, such as neighboring
municipalities, cities, regions,

Self-Initiated Programs / Projects
Recovery Utilization
As a student Iwill be It help us to knowmore about
joiningseminars for onhow to maintainthe
meto lead my co-youths cleanliness ofour surroundings
in doingthe properwaste
disposaland doing
theR.A 9003
The National Disaster Avoid hazards and mitigate
Risk Reduction and their potential impacts by
Management Plan reducing vulnerabilities and
NDRRMP exposure and enhancing
capacities of communities.
Disaster Preparedness -
Establish and strengthen
capacities of communities to
anticipate, cope and recover
from the negative impacts of
emergency occurrences and
disasters
Disaster Response -Provide
life preservation and meet the
basic subsistence needs of
affected population based on
acceptable standards during or
immediately.
and the national government •
Inclusive: Takes into account
the needs of all those directly
and indirectly affected by the
disaster • Participatory: All
stakeholders are consulted to
the extent possible; this process
shall instill public trust,
partnership, collaboration, and
unity of efforts • Able to
maximize use of local
resources • Transparent in the
flow of funding and resources •
Timely and flexible •
Innovative and creative: Open
to new ideas in addressing new
challenges
Sustainability Status
This program willhelp us This
tomaintain andsustain the program
realbeauty of ourplace and we isstill
willalso get benefitsfrom it so we ongoing
musthelp eachanother.
Reduce vulnerability and exposure active
of communities to all hazards
Enhance capacities of
communities to reduce their own
risks and cope with the impacts of
all hazards.
Increase the level of awareness of
the community to the threats and
impacts of all hazards, risks and
vulnerabilities Equip the
community with the necessary
skills to cope with the negative
impacts of a disaster Increase the
capacity of institutions Develop
and implement comprehensive
national and local disaster
preparedness policies, plans and
systems.
decrease the number of
preventable deaths and injuries ,
provide basic subsistence needs of
affected population , immediately
 Rehabilitation and
Recovery- Restore and
improve facilities, livelihood
and living conditions and
organizational capacities of
affected communities, and
reduced disaster risks in
accordance with the “building
back better”
GREEN RECOVERY he Green Recovery and
AND RBuilding back Reconstruction Toolkit
better (GRRT) is dedicated to the
resilient spirit of people
CONSTRUCTION: around the world who are
recovering from disasters. We
hope that the GRRT has
successfully drawn upon your
experiences in order to ensure
a safe and sustainable future
for us all.
Building back betterA Screen all elements of
sustainable, resilient stimulus packages for their
recovery after longer terms implications
restore basic social service.
To restore people’s means of
livelihood and continuity of
economic activities and business
To restore shelter and other
buildings/installation To
reconstruct infrastructure and
other public utilities; To assist in
the physical and psychological
rehabilitation of persons who
suffered from the
ENVIRONMENTAL Active
SUSTAINABILITY IN
Environmental issues have both
and indirect impacts on human life
and livelihoods. For example, if
water sources are contaminated
with chemicals such as mercury
(used in mining) or pesticides
(used in agriculture and
aquaculture), there can be direct,
negative impacts on human health.
These may include poisoning,
birth defects, or even death.
Negative impacts are not only the
result of industrialization or
globalization; if clay is removed
from hillsides to be used as a
building material for post-disaster
shelters, the risk of landslides and
flooding can be increased,
endangering human populations.
The overexploitation of natural
resources, such as fish or timber,
may directly benefit the fishermen
or logger when he or she sells a
product, but indirectly harm future
generations who will need these
natural resources for their own
livelihoods and well-being over
the long term. Humans rely on
healthy ecosystems for the goods
and services that are essential to
human life, and the raw materials
that are processed into food
products, clothing, and building
materials.
A more resilient economy depends Active
on a shift to sustainable practices.
COVID-19
Build pipelines of “shovel-
ready” sustainable
infrastructure projects: 
The exposed vulnerabilities
are particularly sobering
when seen in the light of an
even bigger future threat to
the global economy:
environmental degradation
driven by our
curr Returning to “business
as usual” will not deliver a
sustained long-term
economic recovery that also
improves well-being and
reduces inequality. With
massive stimuent economic
system.  term horizon for financial
These interlinked
environmental crises may
also heighten the likelihood
and likely impact of future
infectious diseases. 
A central dimension of
building back better is the
need for a people-centred
recovery that focuses on
well-being, improves
inclusiveness and reduces
inequality.
Screen all elements of stimulus
packages for their longer terms
implications
Build pipelines of “shovel-
ready” sustainable
infrastructure projects: 
Maintain (and increase)
ambition of long-term
environmental objectives
(including net-zero GHG
emissions) and ensure that
policies and investments
triggered through stimulus
packages are aligned with those
outcome.
Actively support development of
green finance flows to improve
resilience, encouraging longer-
decisions:
Design public procurement
processes that value both
resilience and low-carbon as
well as promoting innovation:
Provide specific support for
reskilling and training