unit01

The Resume

Introduction:

Can you put everything about yourself on one sheet of paper?

A resume is a piece of paper that tells a prospective employer who you are, what you have done, and why they should hire you. If you want to get a good job, you should write a resume.

Employers need to know that you have the job skills, knowledge, education and personal traits for a particular job.

Can you pick out which of your many skills are most important?

Can you present them in such a way that the prospective employer can quickly and easily evaluate your qualifications?

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Class Assignment:

Objectives:
Understand and explain the 5 parts of a basic resume.
Use information from your own life to develop a resume.
Complete a resume work sheet.
Create, save to disk, and print a resume using the on line Resume Wizard.
Present your cover letter to the class in an oral presentation.

The Assignment:
Review your self assessment surveys, career surveys, and cover letters.
Complete the resume work sheet.
Discuss your work sheets with your group and make revisions.
Create a resume using theon line Resume Wizard.
(http://www.bcit.tec.nj.us/JobSeeking/asp-bin/resumewiz.asp)
Save your completed resume to a disk and print a copy of your finished resume.
Present your finished resume to the class in an oral presentation.

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Teaching Procedures:

Many students have never seen a resume or understand the purpose of writing one. It is important to review the steps that have led them to this next process to be learned. Review the exercises on self assessment, careers, and their cover letters. Explain how a resume can get them to the next level of finding a good job or a meaningful career.

Encourage the students to review their concepts of self, work, jobs, and careers.
Explain how the assignment will help them find a good job or satisfying career.
Give an overview of the assignment.
Explain each of the 5 parts of a resume.
Show the students several examples of resumes.
Tell the students your expectations.
Read the assignment aloud to the class.
Give students a written copy of the assignment and rubric.
Answer any questions before they get started.

After the students have completed the work sheets-read and give comments for use in the final draft.

Have students break into groups to discuss their work sheets. Make changes based on the groups' suggestions.

Have students create, save to a disk and print a copy of their finished product.

Have students read their resumes.

Have student turn in their work sheets and final copy for evaluation.

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Lesson Plan:

Title: Resumes
Author: Scott Lindsey
Area: General Business
Length of Lesson: two – 90 minute lessons

Objectives:
Understand and explain the 5 parts of a basic resume.
Use information from your own life to develop a resume.
Complete a resume work sheet.
Create, save to disk, and print a resume using the on line Resume Wizard.
Present your cover letter to the class in an oral presentation.

Introduction:

Give students a brief overview of the career planning process.
Have students review their self assessment surveys, career surveys, and their cover letters.
Encourage students to review their concepts of self, work, jobs, and careers.
Explain how the assignment will help them find a good job or satisfying career.
Discuss the purpose of a resume and why it is important.
Identify and explain each part of a resume. (I recommend using an overhead projector, or a document projector or a PowerPoint type presentation to present this information.)

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Five Basic Parts of a Resume:

Part 1:
Name, Address, Phone Number, and E Mail

List your first and last name
List your address-no abbreviations
List your phone number and E mail

Part 2:
Skills

Briefly state your abilities
No more than 5 short sentences or phrases
State most important skills first

Part 3:
Personal Qualifications

List your best personal qualities
No more than 5 short sentences or phrases
State most important personal qualities first

Part 4:
Professional Experience

List jobs-last to first
Company and location
Dates of employment
Positon
Responsibilities and Accomplishments

Part 5:
Education

Name and address of School
Attended from/to (year)
Graduation date
Honors, awards, prizes
GPA
Special courses/programs
Extracurricular achievements

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Rough Draft Assignment:
    After you have identified and explained the 5 parts of a basic resume
    give students an overview of the work sheet assignment
    Read the directions to the class.
    Answer any questions concerning the assignment.
    Have the students begin the assignment.
    Monitor their progress and give assistance if needed.

Resume Work Sheet:

1. Skills: (List any jobs, volunteer activities, hobbies, projects, etc.)

(Briefly describe what you did.)

2. Personal Qualifications: (List your best personal qualities.)

3.Work Experience: (List jobs-last to first)

Employer #3:

Dates: From To (month/year)

Position:

Responsibilities:

Employer #2:

Dates: From To (month/year)

Position:

Responsibilities:

Employer #1:

Dates: From To (month/year)

Position:

Responsibilities:

4. Accomplishments: (List your contributions to an organization.)

5. Job Skills: (List all skills you have learned that are directly job related.)

6. Education: (Repeat this step if you attended more than one high school.)

Name and address of School:

Attended from to (year)

Graduation date:

Honors, awards, prizes:

Grade point average: (if good)

Special courses/programs:

Extracurricular achievements:

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Group Discussion:
After the the work sheet is completed have the students break into groups of 3 to 4 students and discuss their cover letters. The students may make changes to their work sheets based on their group's suggestions.

On Line Resume Wizard Assignment:

After the group discussion exercise is complete have the students return to their seats and work on their revisions. Have the students access the internet using Netscape. Instruct the students to go to the Resume Wizard Site and complete their resumes. Have the students save their work to a disk and print a copy to turn in to the teacher.

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Oral Presentation:
Before beginning the oral presentations give your students a brief review of the previous class including the objectives and purpose of the exercise. Go over procedures and expectations of the oral presentations. Give students a few minutes to collect their thoughts before beginning.

Closure: After hearing the oral presentations review the purpose of the assignment. Ask students
    for feedback. Did they like the assignment? Did the assignment have any value to them? Could
    they relate the content of the exercise to their own life?   Are they comfortable with their self
    assessment and career choices? Will they explore other career options on their own?

Assessment: Use the rubric provided or create a new rubric to fit any variations of the lesson.

Rubric	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Performance of Internet/computer/software Tasks	Unable to access or complete assignment without assistance and/or needs more time to complete tasks	Able to access and complete assignment but needs more time to complete tasks	Able to access and complete assignment on time and start on early finishers assignment	Able to access and complete assignment before due and complete early finishers assignment
Journalism	Not accurate or complete, unorganized, more than three spelling or grammar errors	Accurate, organized and complete, less than three spelling or grammar errors	Accurate, organized and complete, less than two spelling or grammar errors	Accurate, organized and complete, no spelling or grammar errors
Oral Presentation	Poor voice projection, poor grammar and pronunciation, unable to keep the audience's attention (boring)	Good voice projection, proper grammar and pronunciation, able to keep the audience's attention at times (somewhat interesting)	Good voice projection, proper grammar and pronunciation, able to keep the audience's attention most of the time (interesting)	Good voice projection, proper grammar and pronunciation, able to keep the audience's attention at all times (exciting)
Connection Higher Order Thinking	Unable to relate "self" to any career	Able to relate "self" to a career(s), but unable to justify choices	Able to relate "self" to a career(s), and justify choices	Able to relate "self" to several career(s), justify choices and expand on qualifications and abilities

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NETS STANDARDS AND PERFORMANCE INDICATORS
          1.Basic operations and concepts
                  Students demonstrate a sound understanding of the nature and
                  operation of technology systems.
                  Students are proficient in the use of technology.
          2.Social, ethical, and human issues
                  Students understand the ethical, cultural, and societal issues related
                  to technology.
                  Students practice responsible use of technology systems,
                  information, and software.
                  Students develop positive attitudes toward technology uses that
                  support lifelong learning, collaboration, personal pursuits, and
                  productivity.
          3.Technology productivity tools
                  Students use technology tools to enhance learning, increase
                  productivity, and promote creativity.
                  Students use productivity tools to collaborate in constructing
                  technology-enhanced models, prepare publications, and produce
                  other creative works.
          4.Technology communications tools
                  Students use telecommunications to collaborate, publish, and interact
                  with peers, experts, and other audiences.
                  Students use a variety of media and formats to communicate
                  information and ideas effectively to multiple audiences.
          5.Technology research tools
                  Students use technology to locate, evaluate, and collect information
                  from a variety of sources.
                  Students use technology tools to process data and report results.
                  Students evaluate and select new information resources and
                  technological innovations based on the appropriateness for specific
                  tasks.
          6.Technology problem-solving and decision-making tools
                  Students use technology resources for solving problems and making
                  informed decisions.
                  Students employ technology in the development of strategies for
                  solving problems in the real world.

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