Dalama National High School

Dalama, Payao, Zamboanga Sibugay

Daily Lesson Plan (DLP)
Disciplines and Ideas in the Social Sciences (DISS)
School DALAMA NATIONAL HIGH SCHOOL Year level Grade 11
Teacher RAQUEL D. PEREZ Subject DISS
Date/Time Oct. , 2023 (MTWTH) Semester 1st Semester
WEEK 7

I. OBJECTIVES
At the end of the lesson, learners should be able to:

1.Determine the Assumptions of the rational choice theory.

2.State an example of Assumptions of the rational choice theory.
3.Appreciate Assumptions of the rational choice theory.
Content Standard
The learners demonstrate an understanding of the emergence of the Social Sciences and the
different disciplines key concepts and approaches in the Social Sciences.

Performance Standard
The learners shall be able to connect the disciplines with their historical and social foundations
interpret personal and social experiences using relevant approaches in the Social Sciences evaluate the
strengths and weaknesses of the approach.

Learning Competency
-Analyze the basic concepts and principles of the major social science ideas:
Rational Choice MELCS-Pages 609-610 DISS (Week 8-10)
CONTENT
A. Topic: ASSUMPTIONS OF THE RATIONAL CHOICE THEORY
B. III. LEARNING RESOURCES
A. References
1. ADM Module

Materials: Laptop, monitor

IV. PROCEDURES
A. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
B. SIKAP (Spelling Bee)
 PREDOMINANT
 CONSEQUENCES
 SCARCITY
 APPROACH
 PERCEIVE
C. Reviewing previous lesson or presenting the new lesson
-What is rational choice theory

D. Establishing a purpose for the lesson

JUMBLE LETTERS
1. VIDUAINDILISM
2. MALIOPTITY
3. STURESTRUC
4. SELF-GARDREING RESTINTE
5. TIONALRAITY
 E. Presenting examples/instances of the lesson
Answers on the Activity Given Above:

1. INDIVIDUALISM – it is individuals who ultimately take actions.

2. OPTIMALITY - taking place when no other course of social action would be preferred by the individual
over the course of action the individual has chosen.

3. STRUCTURES - the range of choices in other circumstances differs from choices in a strong structural
circumstance, where there may be only one choice.
4. SELF-REGARDING INTEREST – states that the actions of the individual are concerned entirely with
his or her own welfare.
5. RATIONALITY –act in ways that would benefit them more. Individuals are rational actors who make
choices that they believe will best achieve their goals

F. Discussing new concepts and practicing new skills #1

There are a few assumptions made by rational choice theorists. Abell (2000) noted three assumptions made
by rational choice theorists. These assumptions include:

Discuss: ASSUMPTIONS OF THE RATIONAL CHOICE THEORY (page 24 -25).

G. Developing mastery (Leads to Formative Assessment 3)

Identify the given Situation if what ASSUMPTIONS OF THE RATIONAL CHOICE THEORY.
1. Individualism:
A student chooses to study for a test because they believe that doing so will help them achieve
their goal of getting a good grade.

2. Optimality:
The student has considered all of their options, including not studying for the test, and has
concluded that studying is the best way to achieve their goal.

3. Structures:
The student is constrained by the fact that they must take the test in order to pass the course. They are
also constrained by the fact that they have a limited amount of time to study.

4. Self-regarding interest:
The student is motivated by the desire to get a good grade on the test. This is a self-regarding interest
because it benefits the student directly.

5. Rationality:
The student has considered all of the relevant information and has made a rational choice to study for
the test in order to maximize their chances of getting a good grade.

H. Finding practical applications of concepts and skills in daily living

Direction: let the students analyze real life situation that can Represent one the ASSUMPTIONS OF THE
RATIONAL CHOICE THEORY.
You can do it Creatively.

Rubrics:
Content---------------10
Creativity----------------20
Cooperation-------------5
Total______________35

I. Making generalizations and abstractions about the lesson

What have I learned so far?
1. How rational choice theory can be used to explain individual behavior.
2. Enumerate the five ASSUMPTIONS OF THE RATIONAL CHOICE THEORY.

H. Evaluating
Identification: What ASSUMPTIONS OF THE RATIONAL CHOICE THEORY the given sentence.
1.A student is deciding whether or not to go to a party on the night before a big test. The student knows that
going to the party will make it more difficult to study for the test, but they also enjoy socializing and being
around their friends.

2.The student's goal is to get a good grade on the test. They weigh the pros and cons of going to the party
and decide that the benefits of going to the party (e.g., socializing with friends, relieving stress) outweigh the
costs (e.g., making it more difficult to study for the test).

3.The student's decision is constrained by a number of social and institutional structures, such as the fact
that the test is scheduled the next day and the fact that they have to be in class the next morning. These
structures limit the range of choices available to the student.

4.The student's decision is based on their own personal preferences and goals. They do not consider the
impact of their decision on others, such as their classmates who are also taking the test.
Rationality:

5.The student makes a rational decision based on the information they have and their beliefs about the
consequences of their actions. They weigh the pros and cons of going to the party and choose the option
that they believe will best achieve their goal of getting a good grade on the test.

Answers Key
1. Individualism 2. Optimality 3. Structures 4. Self-regarding interest
5.Rationality

K. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION

Prepared by:
RAQUEL D. PEREZ
Teacher

Checked by:
GIRLIE DINOPOL – BASUG
Coordinator

Noted by:
HAIJIN S. SADDAE
School Head