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| Author:||Julia Matthews
|System:|| Covington County|
|School:|| Red Level High School ||
|Lesson Plan ID:
Career Discovery: Preparing a Resume
As part of a career discovery unit, middle school students examine the need to prepare a resume and the potential consequences of giving false information in a resume. Using an online resume wizard designed for middle schoolers, students prepare their first resume. This lesson can be broken into three smaller 30-minute lessons (Step 1, Steps 2-5, and Steps 6-7).
|CE(K-12) ||4. Honesty |
|CE(K-12) ||9. Self-respect |
|CG(K-12) ||4. A:A1.4 - accept mistakes as essential to the learning process |
|CG(K-12) ||36. C:A1.2 - learn about the variety of traditional and nontraditional occupations |
|CG(K-12) ||45. C:A2.1 - acquire employability skills such as working on a team and problem-solving and organizational skills |
|CG(K-12) ||47. C:A2.3 - demonstrate knowledge about the changing workplace |
|CG(K-12) ||50. C:A2.6 - learn how to write a resume |
|CG(K-12) ||51. C:A2.7 - develop a positive attitude toward work and learning |
|CG(K-12) ||52. C:A2.8 - understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace |
|CG(K-12) ||55. C:B1.2 - identify personal skills, interests and abilities and relate them to current career choice |
|CG(K-12) ||58. C:B1.5 - use research and information resources to obtain career information |
|CG(K-12) ||64. C:B2.3 - use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience |
|CG(K-12) ||66. C:B2.5 - maintain a career-planning portfolio |
|CG(K-12) ||95. PS:A2.6 - use effective communications skills |
|CG(K-12) ||96. PS:A2.7 - know that communication involves speaking, listening and nonverbal behavior |
|CG(K-12) ||108. PS:B1.11 - use persistence and perseverance in acquiring knowledge and skills |
|TC2(6-8) ||5. Use basic features of word processing, spreadsheets, databases, and presentation software. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|ELA2015(7) ||23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4] |
|ELA2015(7) ||25. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6] |
|ELA2015(8) ||23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4] |
|ELA2015(8) ||25. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6] |
|Primary Learning Objective(s):
Students will discuss of the necessity of a resume. Students will identify the basic components of a resume. Students will access an online wizard to create a resume. Students will discuss the importance of honesty in the preparation of a resume.
|Additional Learning Objective(s):
Students will explore future career possibilities using the Internet.
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computers with Internet access, LCD projector, printer
The teacher should prepare a resume to be used as an example using the wizard "My First Resume" at Career Kids.
1.)Introduce the concept of resume writing by leading a discussion on applying for a job. Ask such questions as:
Have you been paid for a job you've done for someone other than your parents/guardians?
How did you get this job?
Does this experience make you qualified to do this job for someone else?
Do you have a talent or interest which makes you a good prospect for an employer?
Do you have older siblings or parents who recently have applied for a job?
What is a list of qualifications for a job called?
Students will list their work experience, including volunteer work, babysitting, etc.
Note: This is a good time to explain that many colleges ask for a list of qualifications in their applications.
2.)Discuss with students the necessity of writing a resume, the ethics involved when giving false information and the consequences of this action, the basic required information in a resume, and the neat appearance of the final resume as an employer's first impression of the applicant (format, spelling, grammar, capitalization, punctuation, and neatness).
)A career exploration Webquest for eighth graders, links to career information databases
3.)Using a digital projector, overhead, or copies, show the class the teacher-prepared resume example at the following website.
4.)Assist students as they access the Career Kids site and work on their age appropriate resumes.
5.)Encourage students to carefully proofread their resumes on screen, save them to a file, and print two copies (one to turn in and one to keep). If time allows, older students may enjoy the resume game at the attached site. The teacher may wish to play the game as well in order to test his/her understanding of resume rules.
(Career Games Resume
)A scored or unscored resume game, other career games include exploring talents, interview questions, etc.
6.)After checking all resumes, allow students with mistakes to reopen their files, make corrections, and print the corrected copies.
7.)As time allows, guide students as they explore careers of interest online.
(Bureau of Labor Statistics
)Easy to use career exploration information site for students
8.)Save student resumes until the end of the year. Return the resumes to the students for updating. Remind them to update resumes each year.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Review each resume to check for completeness and correctness (mechanics, capitalization, punctuation, etc.) Make suggestions if improvements are required. Guide each student in the preparation of a flawless product.
Students may be given extended time for career exploration (suggested websites attached to procedure steps).
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: