The purpose of this paper is to characterize an emergency-responsive unit plan by investigating the experiences of select Senior High School English teachers in an exclusive private institution and their literature unit planning documents before, during, and after an educational emergency. A qualitative method using descriptive study was utilized in the research work. Purposive sampling was done to determine the literature teachers who participated in the focus group interview which expounded on the characteristics of an emergency-responsive unit plan. Additionally, document analysis was made to compare and contrast components of the literature plans before, during, and after an educational emergency. The data collected from the discussions were thematically analyzed while data collected from unit planning documents were subjected to content analysis to characterize an emergency-responsive literature unit plan. As seen in the results, emergency-responsive literature unit plan includes (a) literary texts that reflect realities in a contextualized and timely manner, is relevant to learners’ needs, and interest, elicit values that are apt for a challenging time, (b) formative or enrichment assessments that develop mastery of content, development of skills and attitude, and (c) learning activities that are equitable, learner-centered, and can develop students’ socialization and agency. Despite the study being only limited to three subject teachers who are teaching two literature courses in the senior high school level, the results reaffirmed several pedagogical assumptions that can be further utilized to study and characterize an emergency-responsive unit plan in other subject areas and emergency contexts.
Nicole Capule-Malabanan, Philippine Normal University, Philippines