ALEX Lesson Plan


Career Discovery: Preparing a Resume

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  This lesson provided by:  
Author:Julia Matthews
System: Covington County
School: Red Level High School
  General Lesson Information  
Lesson Plan ID: 13093


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).

 Associated Standards and Objectives 
Content Standard(s):
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.
Examples: word processing—reports, letters, brochures
spreadsheets—discovering patterns, tracking spending, creating budgets
databases—contact list of addresses and telephone numbers
presentation software—slideshow
TC2 (6-8)
6. Select specific digital tools for completing curriculum-related tasks.
Examples: spreadsheet for budgets, word processing software for essays, probes for data collection
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]

Local/National Standards:


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.

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:


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).
(Careers Webquest)
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.
(Career Kids)

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.


Assessment Strategies

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 accommodations 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 Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.