GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

Learning Plan in Trends, Networks, and Critical Thinking in the 21st Century Culture
Third Quarter
I. TOPIC:
• Definition of a trend
II. CONTENT STANDARD:
• The learner understands the emergence of trends and patterns.
III. PERFORMANCE STANDARD:
• The learner will be able to derive an idea from instances and present this idea through a 100-word essay,
artwork, and other graphic representations.
IV. MOST ESSENTIAL LEARNING COMPETENCIES:
Differentiate a trend from a fad
Describe the different characteristics of a trend
Explain the process on how to spot a trend
V. TIME ALLOTMENT: Week 1
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Defining Trends
• Spotting a Trend

*ASYNCHRONOUS LEARNING

C. Evaluation:
DAY 1 Question (ungraded)
“Why is it important to spot a trend? How will it affect you?”

DAY 2: ACTIVITY 1 (graded)

Answer the following questions.
1. Define trend and give a situation to support your definition.
2. What is the concept of “line of historical continuity”? Give an example.
3. Can you say that hot pants fashion has the same track record as skinny jeans and bell-bottoms
pants?
 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
• Definition of a trend
II. CONTENT STANDARD:
• The learner understands the emergence of trends and patterns.
III. PERFORMANCE STANDARD:
• The learner will be able to derive an idea from instances and present this idea through a 100-word essay,
artwork, and other graphic representations.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Point out the elements that make up a trend
Identify parts of a whole.
Identify and explain an emerging pattern
V. TIME ALLOTMENT: WEEK 2
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Trend Vs. Fad
• Elements of a Trends
• Characteristics of a trend

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: ACTIVITY 2 (ungraded)

REFLECT UPON
“What do you think are the parts that gave way to the selfie phenomenon? Explain each part.”

DAY 2: QUIZ NO. 1 (graded)

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Local Networks
II. CONTENT STANDARD:
The learner understands strategic analysis and intuitive thinking.
III. PERFORMANCE STANDARD:
The learner draws a color-coded map of the networks of power relations (political, economic, cultural, and
kinship ties) within a particular community.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Explain strategic analysis and intuitive thinking
• Define strategic analysis and intuitive thinking
• Differentiate key components in strategic analysis and intuitive thinking
Apply strategic analysis
Apply intuitive thinking in solving a problem in the community using a map of social networks
V. TIME ALLOTMENT: WEEK 3
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Strategic Analysis and Intuitive Thinking
• Analytical Tools
• Key components of Strategic Analysis
• Key components of Intuitive Thinking

*ASYNCHRONOUS LEARNING

C. Evaluation:
DAY 1: QUESTION (ungraded)
“Why does it take longer to decide based on strategic analysis rather than to decide based on intuitive
thinking?”
DAY 2: ACTIVITY 3 (graded)
Answer the following questions.
1. As a leader, why should you keep an open, positive attitude towards failures and criticism?
2. What personal attitudes and abilities should a strategic thinker possess?
I. TOPIC:
 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

Global Networks
II. CONTENT STANDARD:
The learner understands the components, operations, effects, and networks of globalization in his/her daily
life.
III. PERFORMANCE STANDARD:
The learner locates on a map the different geographical origins of the various components/elements of an
industrial/technological/agricultural product and writes a reflection essay on the insights gathered from the
exercise.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Explain the concrete effects of globalization and to one’s daily life
Explain the need for collaboration and cooperation to achieve interconnectedness of people and
nations
V. TIME ALLOTMENT: WEEK 4
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Exploring Global Networks
• Positive and Negative Impacts of Globalization

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: ACTIVITY 4

REFLECT UPON (graded)

Globalization seems to lead to a “borderless” global community. Support or negate this idea based on
your own experience.

DAY 2: QUESTION (ungraded)

“Why do you think there is prevailing notion that globalization contributes to the breakdown of some
democratic structures?”

I. TOPIC:
 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

Global Networks
II. CONTENT STANDARD:
The learner understands the components, operations, effects, and networks of globalization in his/her daily
life.
III. PERFORMANCE STANDARD:
The learner locates on a map the different geographical origins of the various components/elements of an
industrial/technological/agricultural product and writes a reflection essay on the insights gathered from the
exercise.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Discuss the different contributions of the parts to a whole and the important role of creative
imagination in putting together the various parts of a whole.
Illustrate the origin of the different components of a gadget, business enterprise,
industrial/technological/agricultural product, etc. through a mind map and reflection essay.
V. TIME ALLOTMENT: WEEK 5
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• The Internet
• International Labor Migration
• Cooperation and Collaboration

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: ACTIVITY 5

REFLECT UPON (ungraded)

Is role reversal in the family a positive impact of ILM and globalization? Explain your answer.

DAY 2: QUIZ NO. 3 (graded)

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Planetary Networks
II. CONTENT STANDARD:
The learner understands the consequences of personal and local action to global and planetary climate
change.
III. PERFORMANCE STANDARD:
The learner:
1) analyzes how production and consumption habits contribute to the problem of climate change and
explain why.
2) writes a resolution that you can share with your friends about how you can personally contribute
towards solving the problem of climate change.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Explain the effects of consumption and production patterns on climate change
Discuss personal contributions that can solve the problem of climate change
Make a stand on how the consequences of one’s action affect the lives of others and the
environment
V. TIME ALLOTMENT: WEEK 6
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Climate Change and Global Warming
• Consumption and Production Patterns Affecting Climate Change

*ASYNCHRONOUS LEARNING

C. Evaluation:
QUESTION: Why do you think you should help in keeping the ozone layer from thinning? (ungraded)

ACTIVITY 6: Answer the following questions (graded)

1. Who is primarily responsible for the occurrence of climate change?
2. Why is the burning of coal dangerous to the environment?
3. What are some hazardous gaze that triggered global warming?
 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

Teaching Guide in Trends, Networks, and Critical thinking in the 21 st Century Culture
Fourth Quarter
I. TOPIC:
Democratic Interventions
II. CONTENT STANDARD:
The learner understands the meaning and dimensions of democracy.
III. PERFORMANCE STANDARD:
The learner using any form of oral presentation, the learner explains creatively the ill effects of
undemocratic practices related to factors such as gender biases, poverty, political marginalization, racial
inequality, cultural domination, crisis of representation and politics of recognition.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Identify democratic practices
Explain the importance of participation in democracy
Differentiate participatory from representative democracy
V. TIME ALLOTMENT: WEEK 1
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Understanding Democracy
• Types of Democracy

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: ACTIVITY 1 (graded)

What have I learned so far? Answer the following questions.

1. Do good democratic structures guarantee the success of democracy? Defend your answer.
2. What makes political class essential in the success or failure of democracy?

DAY 2: QUESTION (ungraded)

“What do you think are the grounds to disqualify a citizen from exercising suffrage?”
 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Democratic Interventions
II. CONTENT STANDARD:
The learner understands the meaning and dimensions of democracy.
III. PERFORMANCE STANDARD:
The learner using any form of oral presentation, the learner explains creatively the ill effects of
undemocratic practices related to factors such as gender biases, poverty, political marginalization, racial
inequality, cultural domination, crisis of representation and politics of recognition.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Assess democratic interventions prevailing in political and social institutions
Formulate a viable alternative to undemocratic practices
V. TIME ALLOTMENT: WEEK 2
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Some Preferred Democratic Practices
• Representatives and Participatory Democracy

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: QUESTION (ungraded)

“Based on your experiences as a student, what are the benefits of democratic participation in school
and community activities which have enjoyed or are currently enjoying?”

DAY 2: QUIZ 1 (graded)

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Information and Communications Technology
II. CONTENT STANDARD:
The learner understands how ICT enslaves, emancipates, and empowers individuals.
III. PERFORMANCE STANDARD:
The learner organizes and mobilizes an event that deals with a significant global issue, using ICT.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Identify the dimensions of technology that are enabling and inhibiting
Discuss the benefits of technology
Explain the weakest link in a system using strategic and intuitive thinking
V. TIME ALLOTMENT: WEEK 3
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Functions of ICT
• Benefits of ICT

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: ACTIVITY 2 (graded)

On a sheet of paper, write down the gadgets, and other ICT products that have made your life easier.
State whether you use the product for education, entertainment, travel, etc. Explain how you use it and
how you benefit from such use.

DAY 2: QUESTION (ungraded)

“Why should MIS concern with identifying a student’s learning style?”

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Information and Communications Technology
II. CONTENT STANDARD:
The learner understands how ICT enslaves, emancipates, and empowers individuals.
III. PERFORMANCE STANDARD:
The learner organizes and mobilizes an event that deals with a significant global issue, using ICT.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Explain how information communication technology can facilitate social relationships and
political movements (occupy movements)
Propose a creative intervention to improve human life using ICT.
V. TIME ALLOTMENT: WEEK 4
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Weakest Link
• ICT as Facilitator of Social Movement
• Disadvantages of ICT

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: QUESTION (ungraded)

“What do you think is more effective: promoting your advocacy online or by word of mouth? Why?”

DAY 2: QUIZ NO. 2 (graded)

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Neural and Social Networks
II. CONTENT STANDARD:
The learner understands the parallelism between neural and social networks.
III. PERFORMANCE STANDARD:
The learner creates a social map that traces the various roles that students play in the community (family
members, community leader, etc.) and rank the significance of the roles played within the community.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Differentiate connections from relationship, and networks
Illustrate how the brain or neural network works
Compare the neural networks with social networks
V. TIME ALLOTMENT: WEEK 5
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Exploring Connections, Relationship and Networks
• Neural Network

*ASYNCHRONOUS LEARNING

C. Evaluation:

DAY 1: ACTIVITY 3 (graded)

REFLECT UPON

Imagine how the feeling of joy or anger, as a message, is transmitted from the stimulus to the spinal
cord, the brain, and other parts of the body. Show the facial expression of joy (you can insert a
picture). Why is the facial expression of joy different from that of anger?

DAY 2: QUESTION (ungraded)

“Why do you have to establish good relationships? Elaborate by giving examples.”

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

I. TOPIC:
Neural and Social Networks
II. CONTENT STANDARD:
The learner understands the parallelism between neural and social networks.
III. PERFORMANCE STANDARD:
The learner creates a social map that traces the various roles that students play in the community (family
members, community leader, etc.) and rank the significance of the roles played within the community.
IV. MOST ESSENTIAL LEARNING COMPTENCIES:
Differentiate connections from relationship, and networks
Illustrate how the brain or neural network works
Compare the neural networks with social networks
V. TIME ALLOTMENT: WEEK 6
VI. LEARNING OUTLINE:
*SYNCHRONOUS LEARNING – GOOGLE MEET
A. Introduction/Motivation:
The teacher will use powerpoint presentation.
B. Instructions/Delivery: Discussion
• Neural and Social Network
• The Self and the Social Network

*ASYNCHRONOUS LEARNING

B. Evaluation:

DAY 1: ACTIVITY 4 (ungraded)

Why is the snake viewed by Christians as evil while naga is revered by Hindus and Buddhists as
sacred? Ponder on your answer in the light of symbolic interactionism.

1. Which among parts of the self indicates a “sick” personality? Why?

2. What happens when interacting individuals vary in meaning they give to a symbol or action?
3. Why is language important? (ungraded)

DAY 2: QUIZ NO. 3 (graded)

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

WEEK 2 – QUIZ 1 (IDENTIFICATION) – THIRD MID QUARTER

1. It is a pattern of behavior demonstrated by a big number of people within a particular period. – TRENDS
2. It is based on trendspotting but it extends this into developing future scenarios. – TREND ANALYSIS
3. It refers to the study of trends and the way they developed and affect society. – TRENSPOTTING
4. It is a temporary or short-lived pattern of group behavior. – FAD
5. These are little things that happen all around us all the time, the tiny shifts that occur in everything from
clothes we wear, and the snacks we eat to the way we work, play, and love. – MICROTRENDS
6. These are aggregated microtrends or more sweeping changes that are affecting society. –
MACROTRENDS
7. These are macro trends that have grown up and moved out. They are big and bold and affects the lives of
great swathes of the human race. – MEGATRENDS
8. These are trends that are general that they affect most. – GIGATRENDS
9. This means being able to record your observations which you consider related to any trend. –
DOCUMENTATIONS
10. This is the stage where examination and combination happen. Looking for patterns on prospective trends.
– ANALYSIS

WEEK 5 – QUIZ 2 (MULTIPLE CHOICE) – THIRD QUARTER

1. This network covers interrelations and interconnections of people, services, and institutions beyond the
local, domestic, or national borders and instead span the whole world. – GLOBAL NETWORK
2. This form of globalization refers to the movement or migration of people. – EMBODIED
GLOBALIZATION
3. This refers primarily to international business which covers all contracts and negotiations concerning
sales, investments, mobilization, and related transactions undertaken by two or more regions, countries,
and nations outside their political territories. – ECONOMIC GLOBALIZATION
4. It refers to the spread of ideas, values, and meaning across countries, broadening and increasing social
relations. – CULTURAL GLOBALIZATION
5. It is the second component, covers the diffusion of beliefs, practices, and issues concerning population
growth, media, urbanization, tourism, education and sports that also drive nations, institutions, and
government to expand social relations. – SOCIAL GLOBALIZATION
6. This involves institutions, public policies, and practices that cut across national borders to facilitate
international agreements and transactions. – POLITICAL GLOBALIZATION
7. This concerns the environment where the interaction of living species takes place. – NATURAL
ENVIRONMENT GLOBALIZATION
8. This covers the decreasing face-to-face encounter both for local and international transactions. –
DELOCALIZATION
9. It means working together toward a common end or goal by actors (people, nations, industries, and
institutions) who are not necessarily allies. – COLLABORATION
10. It means jointly working in pursuit of a common end or goal by actors who consider themselves as
friends. – COOPERATION

WEEK 2 – QUIZ 1 (IDENTIFICATION) – FOURTH MID QUARTER

 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac

1. It promotes universal access to health, education, just compensation for workers, and social services.
What types of democracy is this? – SOCIAL DEMOCRACY
2. These are the individual person's right to autonomy and to act freely without discrimination. – CIVIL
RIGHTS
3. It is also called indirect democracy; it is a political system where the qualified citizens exercise their
political power through representatives. – REPRESENTATIVE DEMOCRACY
4. This was formulated by Thomas Jefferson, it presupposed that all male citizens were entitled to equal
political opportunities. – JEFFERSIONIAN DEMOCRACY
5. In pursuit of equality, it granted more rights to the common people and extended suffrage even to men
who did not possess property in contrast to political norm of the era. – JACKSONIAN DEMOCRACY
6. It means the "power of the people". – DEMOCRACY
7. This type of democracy was founded on the principles of free and fair elections, a universal right to vote,
and a competitive political process. – LIBERAL OR CONSTITUTIONAL DEMOCRACY
8. It refers to the prejudicial act or attitude toward male or females such as coeducational school accepting
more boys when there are more girl applicants who meet the requirements. – GENDER BIAS
9. It is characterized by female rule or female dominance, including women's control of property. –
MATRIARCHAL SOCIETY
10. It demonstrates the same unequal treatment between males and females, this time, in favor of all the
males. - PATRIARCHAL SOCIETY

WEEK 4 – QUIZ 2 (IDENTIFICATION) – FOURTH QUARTER

1. The school should consider learning about ICT as a subject and learning with ICT, which is applying the
entire range of ICT tools in support of learning. – LEARNING
2. It takes care of report writing, home-school links, attendance, examination entries, and target setting. –
MANAGEMENT/MANAGEMENT INFORMATION SYSTEM
3. This is about projecting the right image of the school through its Web site, which provides the public an
idea about the school. – COMMUNICATION
4. It refers to the part that is likely to fail, to cause a problem, or to easily break. As it is the most vulnerable
part of a system, it is the easy point for attackers. – WEAKEST LINK
5. It is the science of getting people to comply with your wishes and concentrates on the weakest link of the
security chain. – SOCIAL ENGINEERING

WEEK 6 – QUIZ 3 (IDENTIFICATION) – FOURTH QUARTER

1. It refers to an arrangement having a set of actors such as individuals or organizations and a set of dyadic
ties among these actors. – SOCIAL NETWORK
2. It consists of looking inward, involving your emotions, beliefs, feelings, and thoughts in the one hand and
knowing yourself through other people's perception about you. – SELF-AWARENESS
3. Also known as the human brain, is the computer responsible for controlling the automatic and higher
functions of the body. – NEURAL NETWORK
4. It refers to something that joins two or more objects or individuals. -CONNECTIONS
5. It refers to the state or condition of being connected; the way in which two or more individuals or groups
regard and behave toward one another. – RELATIONSHIP
 GREAT EASTERN INSTITUTE

No. 5 J Catalan St., San Isidro, La Paz, Tarlac