LESSON PLAN

TEACHER NAME: SUBJECT AREA: LESSON TITLE: TIME OF LESSON(S): DATE:

DARLENE BEALE NORRIS CAREER PLANNING AND DEVELOPMENT Hey?? Get a Job!! 2 BLOCKS 55 MINUTES 1ST BLOCK April 10, 2013

DESCRIPTION

The purpose of this lesson is for students to understand how to coordinate an effective resume.

ESSENTIAL QUESTION(S)

1. Why is it important for student to coordinate an effective resume? 2. What important areas should students highlight in their resumes??
OBJECTIVES

1. Students will be able to organize thoughts to reflect logical, positive, and tactful thinking before speaking by completing a resume worksheet with a 95 percent degree of accuracy. (BCS-BE-3b) 2. Students will be able to format various types of business correspondences by creating an official resume representing their skills, experience, and educational background using MS Word with a 95 percent degree of accuracy. (BCS-BE-2b) 3. Students will be able to proofread business documents to ensure that they are clear, correct, concise, complete, consistent, and courteous by completing a resume template with a 95 percent degree of accuracy. (BCS-BE-2d)
INSTRUCTION PLANNED

TEACHER-DIRECTED (T-D): STUDENT-CENTERED (S-C):

Instruction and demonstration; Lecture: class discussions. Complete resume template: complete resume worksheet, independent work, and computer work, research and organizing,

2 MATERIALS

TEACHER:

Computer; Textbook; Projector; Cordless Microphone; MS Word; 30 copies of handouts; printer. Computer; Textbooks; MS Word; MS Word Resume Template; Pen; computer, jump drive, Paper.

STUDENTS:

LESSON PROCEDURES/BODY

FOCUS: Day 1 Instructional Strategies: CNN STUDENT NEWS http://www.cnn.com/studentnews/ Students will be given a copy of a bad resume. Students will answer the following questions on their notebook paper: What impression do you get from this person? What judgments have you made about her already? You haven't ever met her, would you hire her? Students will share their responses when called upon to start a class discussion on the importance of making a good impression through resume writing.

Obj./Learning Styles Obj. 1,2/visual, auditory. Obj. 1,2,/visual, kinesthetic, logical, intrapersonal

Min. 10 5

Obj. 1,3/verbal, auditory

BODY: Instructional Strategies: Day 1 Students will see and hear the objectives read from the projector using cordless microphone. Students will listen, observe and take notes on teachers lecture, via the teachers cordless microphone and projector, explaining the purpose of coordinating an impressionable resume and the different parts of a resume. Students will participate in a discussion about action verbs and their importance within a resume. Students will listen to directions on completing the resume worksheet handout. Students will complete the resume worksheet using MS Word.

Obj./Learning Styles Obj. 1,2,3/verbal, visual Obj. 1,2,/verbal, visual, kinesthetic.

Min. 2 10

Obj. 1,2 /visual, verbal Obj. 1/ verbal, visual Obj. 1 /kinesthetic, visual, intrapersonal

4 3 17

EVALUATION/ASSESSMENT: Day 1 cont.. Instructional Strategies: INFORMAL: Students will save and print out resume worksheet to teacher for 20 participation points. (ticket-out-the-door). FOCUS: Instructional Strategies: Day 2 Students will go on to the computer to retrieve their resume worksheets from the previous class.

Obj./Learning Styles

Min.

Obj. 1/kinesthetic, visual, intrapersonal

Obj./Learning Styles Obj. 1/visual, kinesthetic, logical.

Min. 3

BODY: Instructional Strategies: Day 2 Students will see and hear the objectives read from the projector using cordless microphone. Students will listen, observe and take notes on teachers lecture, via the teachers cordless microphone, explaining tips on creating an effective resume per handout. Students will receive a resume sample template. Students will listen, observe and take notes on teachers lecture, via the teachers cordless microphone, explaining the resume sample template and instructions on completion. Students will complete the resume template file using MS Word.

Obj./Learning Styles Objective 1,2,3/verbal, visual

Min. 2

Obj. 1,2,3/verbal, visual, kinesthetic. Obj. 2/visual, kinesthetic Obj. 2, 3/verbal, visual, kinesthetic Obj. 2/visual, kinesthetic, intrapersonal, logical

10

1 5

7 3 18

Students will be able to ask questions based on their resume templates Obj. 2, 3/verbal, visual, logical, they have coordinated auditory. Students will complete an official resume using a resume template from MS Word and the information inputted in their resume template. Obj. 2, 3/visual, Kinesthetic, logical, intrapersonal.

CLOSURE/SUMMARY: Instructional Strategies: Students will look over their resumes for review and corrections.

Obj./Learning Styles Obj. 2,3/visual, kinesthetic, logic, intrapersonal

Min. 4

EVALUATION/ASSESSMENT: Instructional Strategies: INFORMAL: Students will print out their resume worksheet and put their names on the back for participation points 20. (ticket-out-the-door). FORMAL: Students will print out their official resume to hand in to teacher for a grade based on the resume rubric worth 100 points. (total number of points earned multiplied by 5points)

Obj./Learning Styles

Min.

1 Obj. 2/kinesthetic, visual, intrapersonal

Obj. 1,2,3/kinesthetic, intrapersonal Total:

1 110

ARTIFACTS/HANDOUTS/WORKSHEETS/PRESENTATIONS (minimum of 3) List ALL artifacts below AND attach them to the actual lesson plan (if it is a website link, copy the link and do a print screen, paste it in a Word document, and print out to attach to the lesson plan. Bad Resume Resume Worksheet Resume Template Active verbs worksheet Resume Rubric http://youtu.be/TwI2DTiVSJ0

RESUME TIPS AND SUGGESTIONS 1. Final hiring decisions are rarely based solely upon the resume. The resume is your advertisement (just like the Nike swoosh or McDonalds arches) that will get you an interview. The resume should be a concise, factual, and positive listing of your education, employment history, and accomplishments. 2. Make sure your resume is PERFECT! It only takes one error in spelling, punctuation, or grammar to cause an employer to stop reading. Ask people to proofread your resume. Go over it with a fine tooth comb. 3. Limit your resume to one page. Only people with a great deal of related experience should have resumes longer than one page. 4. One inch margins around the page and blank lines between sections will make all the information easier to read. Use a 10-point font size minimum and avoid overuse of italics, bold, and underlining. 5. Since you probably have little work experience, you will want to emphasize your accomplishments in and out of the classroom. Volunteer activities, hobbies, sports, honor roll, and student organizations are things that help define who you are and should be highlighted. List only recent honors and awards unless they are specifically relevant to the position for which you are applying. 6. Present your job objective in a manner that relates both to the company and the job description. 7. Sell yourself! Create a good first impression by highlighting skills and abilities appropriate to the position. If you dont sell yourself, your resume will stay in the pile with all of the others. Separate yourself! 8. Tell the truth and nothing but the truth! Employers will pick up on little white lies when they interview you. 9 Choose your words carefully. In a resume, you need to sound positive and confident, neither too aggressive nor overly modest. Do not use I. Each description of your responsibilities should begin with a verb. The following words and phrases are intended as suggestions for thinking about your experience and abilities: accomplish; achieve; analyze; adapt; balance; collaborate; coordinate; communicate; compile; conduct; contribute; complete; create; delegate direct; establish; expand; improve; implement; invent; increase; initiate; instruct; lead; organize; participate; perform; present; propose; reorganize; research; set up; supervise; support; train; travel; work (effectively, with others)

Resume Rubric

Teacher Name: Mrs. Norris Subject: Business Essentials Student Name: ________________________________________

CATEGORY Grammar & spelling (conventions)

4 Writer makes no errors in grammar or spelling.

3 Writer makes 1-2 errors in grammar and/or spelling.

2 Writer makes 3-4 errors in grammar and/or spelling

1 Writer makes more than 4 errors in grammar and/or spelling.

Capitalization and Punctuation

Writer makes no errors in capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and punctuation.

Neatness

Resume is typed, clean. Format is easy to read. Titles are highlighted. Font and color are professional.

Resume is typed, clean. Format is easy to read. Titles are not highlighted. Font and color are professional.

Resume is typed, clean. Format is difficult to read. Titles are not highlighted. Font and color are not professional. Complies with several of the requirements for a resume.

Resume is typed, not clean. Format is difficult to read. Titles are not highlighted. Font and color are not professional. Complies with less than 75% of the requirements for a resume.

Format

Complies with all the requirements for a resume.

Complies with almost all the requirements for a resume.

Ideas

Ideas were expressed in a clear and organized fashion. It was easy to figure out the qualifications of the applicant.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out the qualifications of the applicant.

The resume seemed to be a collection of unrelated ideas. It was very difficult to figure out the qualifications of the applicant.

1234 West Lemon St. Lompoc

733-1234 Hotchick@msn.hotmail.com

Debi Greer
Objective Experience
Introductory position leading into neurosurgury 2006-2007 Arbor Shoes South Ridge, CA Shoe Sales Fit people into shoes, sold shoes, Maintenance and cleaning Mrs. Smith 688-3456 Babysitter Watched two kids while theyre mom worked
2007-2008

Education

Expected Grad date: 2009 Lompoc High School Lompoc, CA. Career Pathway in business and accounting Honor Roll one time Los Padres Elementary School student of the month in Februayr in 3rd greade Video Games, texting, hanging with friends. None

Interests References

Resume Worksheet PERSONAL INFORMATION

Full Name: Address: Telephone Number: Email Address:

EDUCATIONAL BACKGROUND
School Name: School City: Course of Study (Honors, Prep courses, etc. Diploma Anticipated Date: School State: Dates of Attendance: Grade: From: To:

WORK HISTORY
(Describe your positions duties and skills learned through action words)

Employer: Address: Telephone No.: Starting Salary: Duties and Responsibilities: 1. 2. 3. Reason for Leaving: Per:

Dates Employed: City: Position Held: Ending Salary:

From: To: State:

Per:

Employer: Address: Telephone No.: Starting Salary: Duties and Responsibilities: Per: 1. 2. 3. Reason for Leaving:

Dates Employed: City: Position Held: Ending Salary:

From: To: State :

Per:

ADDITIONAL INFORMATION
School Activities: (List Sports, clubs, etc.. you have been involved in) 1. 2. 3. Community Activities: (volunteer work, etc. Awards: (list any awards or special recognition you have received.) 1. 2. Title: Title: Interest: (List a few of your hobbies, if pertinent) 1. 2. 3. # of years # of years # of years # of years # of years Month, year: Month, year:

10

[SAMPLE RESUME]

FIRST NAME LAST NAME

ADDRESS CITY, STATE ZIP TELEPHONE EMAIL Career Objectives:

Education:

Employment:

Other Experience:

Activities

REFERENCES FURNISH UPON REQUEST

11

ACTION VERBS TO STRENGTHEN YOUR RESUME

DECISION MAKING ACCEPT ACTIVATE APPROVE AUTHORIZE DECIDE RENDER REQUIRED SOLVE TERMINATE TEST ORGANIZE PLAN SUPERVISION ADHERE ASSESS ASSIGN COUNSEL DEFINE DELEGATE DEMONSTRATE DEVELOP ENCOURAGE EXERCISE FOSTER MANAGE MEET PARTICIPATE REPORT REQUEST SUPERVISE HELPING ARRANGE ASSIST CONTRIBUTE COUNSEL GIVE GUIDE INITIATE SERVE SOLVE SELECT MANAGEMENT ADJUDICATE ANALYZE ANTICIPATE APPROVE DIRECT ESTABLISH EVALUATE EXECUTE MANAGE MEET CHANGES ACTIVATE COMPARE CREATE DESIGN ESTABLISH IMPROVE MAKE MODIFY STIMULATE UPGRADE TRAIN TRANSFER RESEARCH ANALYZE COMPILE DEFINE DETERMINE DEVELOP EVALUATE IDENTIFY INVESTIGATE PREPARE PROPOSE RECOMMEND RESEARCH REVIEW SUBMIT STORE SUPPLY COMMUNICATION CONTACT CRITIQUE DECLARE DISPLAY INFORM INTERPRET ISSUE SPEAK TESTIFY WRITE PERSONNEL APPRAISE DISCHARGE EMPLOY HANDLE INTERVIEW PROMOTE RECRUIT SCREEN SEEK SELECT

ADMINISTRATION ADMINISTER ENGAGE FURNISH INSURE JUSTIFY PROCESS PROCURE PURCHASE RECEIVE RECLAIM REJECT REQUISITION SECURE SHIP

PLANNING & CONTROL ACQUIRE ALLOCATE ASSUME CONTROL EXTEND FORECAST FORMULATE MEASURE MONITOR PLAN PROGRESS SCHEDULE

PERSONNEL APPRAISE DISCHARGE EMPLOY HANDLE INTERVIEW PROMOTE RECRUIT SCREEN SEEK TRAIN TRANSFER

EXTERNAL ACTIVITIES COOPERATE COORDINATE NEGOTIATE PUBLICIZE REPRESENT STRENGTHEN