Résumé Writing for Teens

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  • Lesson Identification and TEKS Addressed

    Cluster : Career Development

    Course : Career Portals: Middle School

  • TEKS Student Expectations

    • (8) The student creates professional documents required for employment. The student is expected to:

    • (A) develop a résumé
    • (D) explain protocol for use of references
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • learn the purpose of a résumé
    • review the basics of résumé writing
    • create their own résumé
    • request and collect Letters of Recommendation
  • Rationale

    Script:

    In the previous lesson you learned how to accurately fill out an application.

    Do you know what a résumé is and how one is used? Do you know what should and should not be included? This lesson will focus on the procedure for writing a “winning” résumé.

  • Duration of Lesson

    Two 45 minute class periods

  • Word Wall

    Skill: The ability to do an activity or job well, especially because you have practiced it

    Experience: Knowledge or skill that one gets from doing, seeing or feeling something

    Occupation: A person’s job

    Qualification: An ability, characteristic or experience that makes you suitable for a particular job or activity

    Reference: A person who knows you and is willing to describe and usually praise you to support you when you are trying to get a job; a statement as to a persons character or ability

  • Materials/Specialized Equipment Needed

    Equipment:

    • light projector (Elmo)
    • computer with internet to watch video

    • copies of handouts ( see All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Create one functional format résumé and one chronological format résumé with the same personal information.

    Have a résumé displayed on the projector for students to see as they walk in the classroom.

    Does anyone know what this is?

    A résumé is a summary (usually one page) of your skills, education and experience.

    A well-written résumé and the right skills can give you an edge on landing a job.
    In this lesson you will be creating you personal résumé.

    —-

    If time permits, allow students to personalize their Résumé Word Cloud (see all Lessons Attachments tab) and place in their class folder/binder as a cover sheet for any other documents related to this lesson.

  • Direct Instruction with Special Education Modifications/Accommodations

    Distribute graphic organizer, KWL-Résumé Writing (see All Lesson Attachments tab) and have students fill out the first two columns of the chart. The last column will be completed during lesson closure.

    Introduce lesson objectives, terms and definitions.

    Introduce Résumé Writing for Teens PowerPoint™ (see All Lesson Attachments tabs). Discuss each slide in detail.

    It is important that students recognize the importance and components of a résumé.

    A résumé is is summary (usually one page) of your skills, education and experience.

    Not all résumé are the same, but there are some common elements that they should all include. The necessary elements are:

    • Heading
    • Objective
    • Education
    • Experience
    • Activities
    • Summary of Skills
    • References

    There are two distinct types of résumé.

    A functional résumé allows you to focus on your skills when you do not have previous work experience to highlight.

    The chronological style résumé follows your work history backward from your current job, listing employers, dates and job responsibilities. This is the format you would most likely use if you are new to the workforce and have limited experience.

    —-

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note taking
    • allowing extra time for completion

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute the handout, Basic Information for a Résumé (see All Lesson Attachments tab) and Gathering Information for a Résumé (see All Lesson Attachments tab). Assist students as they input their personal information into the data sheet. This information will be used to complete their draft and final résumé during the Guided Practice section of this lesson.

    Display Gathering Information for a Résumé (see All Lesson Attachments tab) on a projector and inform students that this is the information they will be using to complete their draft and final résumé. Explain each section and fill out as you proceed and ask for student responses.

    Teacher Note: Microsoft™ has several résumé templates available for student use. See http://office.microsoft.com/en-us/word-help/create-a-resume-HP005189612.aspx

    On the projector, show students how to access free résumé templates. Allow the class to follow along as you model filling in sections of a résumé template.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • encouraging students to remain on task
    • allowing extra time for responses

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Provide students with a Rubric for Résumé (see All Lesson Attachments tab) that will be used to assess their completed professional résumé. Discuss all components of rubric so that students will be aware of how their document will be assessed.

    Computer lab:
    Allow time for students to type their résumés using a word processing software such as Microsoft Word™ or allow them to use a résumé template. Monitor and assist students as they work independently to complete their task.

    Have students proofread and edit each other’s résumés prior to submitting for assessment.
    .
    p(tight). Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allowing extra time for completion
    • working with a peer tutor
    • have student type information

  • Lesson Closure

    Review lesson objectives, vocabulary and definitions. Ask questions about the importance of a résumé and why it is important to have one.

    Have each student complete an exit slip with the following statements:
    The two types of résumés are ____________________&___________________.
    It is important to have a résumé because ___________________________________.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student résumé‘s will be graded with appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allowing extra time for completion
    • working with a peer tutor/editor
  • References/Resources

    Websites:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • extra processing time
    • clear explanation of academic tasks
    • work with a peer tutor
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Other Essential Lesson Components

    Enrichment activity

    Listen to webinar and share findings with the class.

    • Résumés for Young People with No Experience

    Just what do you write and how do you sell yourself if you have no experience to sell on your résumé? This webinar provides some handy tips on what to include that will make you look like the professional you are! (and would like to be)

    http://www.youtube.com/watch?v=cpM4EOhHibM&feature=related

  • Family/Community Connection

    Have a guest speaker from the community ( preferably someone who hires teen-agers) to speak on the importance of a well written résumé and what they look for in the hiring process.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://texasfccla.org

    Job Interview: An individual event – recognizes participants who use Family and Consumer Sciences and/or related occupations skills to develop a portfolio, participate in an interview, and communicate a personal understanding of job requirements.

    SkillsUSA

    http://www.skillsusatx.org

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see:
    http://www.nylc.org/

    Possible idea:

    Organize an after school workshop teaching other teenagers how to put a résumé together.