Resumes Part 1: Dissecting a Resume

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Blueprint for Professional Success

  Course Title:

  Blueprint for Professional Success

  Course Number:

  8500375

  Career Cluster:

  Business Management and Administration

  CIP Number:

  09200119PA

  Course Type:

  Non-Career Preparatory

  Standard(s) or benchmarks

  Focus

  CTE 06.01

  Discuss the value of the portfolio as a job search tool.

  Supporting

  CTE 06.02

  Prepare, organize, and maintain a portfolio containing at least the following: career and educational goals, autobiography, picture identification, resume, letters of recommendation, completed job application, list of school/community activities, work and volunteer history, sample memos and letters for job related writings.

• Unit Outline

  
  

  The unit will focus on students creating their resume to build their professional portfolios. This lesson is the first of four lessons that will build students’ knowledge of resume sections and formats. During this lesson students will learn key terms for resumes by reviewing two student resume samples. Subsequent lessons will focus on adapting students’ writing styles for resume writing. For the second lesson, they will practice writing the experience portion of a resume for a well-known person using a template. During the third and fourth lessons students will draft their resume and work with other students to receive and provide feedback for revision.

• Career Connection

  
  

  Writing a successful resume is an essential skill for all prospective employees, particularly those entering the workforce for the first time. Students will also consider the perspective of an employer screening resumes when hiring prospective employees. This series of lessons will help students develop effective employability and resume writing skills. Students will prepare resumes that can be used for real-world experience of completing job applications.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and describe the key parts of a resume.
  • Critique the content and format of resume samples.
  • Explain the value of a quality resume.

• Prior Knowledge

  
  

  Students should:

  • Be familiar with the term, resume, and its purpose for obtaining a job.
  • Have a general idea of the content (e.g., education, work experience) and format of resumes.
  • Be familiar with English language conventions.

• Guiding Questions

  
  
  • What parts of the resume are important?
  • How is writing a resume different than writing a typical school assignment?
  • Why is it important to have an organized resume with clear language and without errors?

• Procedure

  
  

  1. To introduce the lesson, display the slide presentation, Dissecting a Resume. Present students with a real-world practice (Slide 2).

  • Distribute the Resume Samples handout for students to review.
  • Students will pretend to be hiring managers and select one of two candidates to hire.

  2. Students will review the resume samples and briefly explain in writing which of the two candidates they would hire.

  • Ask students to volunteer their justifications and use Slide 3 to record student responses using available technology, a white board, or chart paper.

  3. The teacher will lead the whole class in direct instruction. Students will complete guided notes on the parts and format of a resume using Resume Sample A (Slides 4-6).

  • Check for prior knowledge by asking students if they know the meaning of the terms (Slide 4).
  • Ask students how writing a resume is different than writing for a typical class assignment.
  • Students will take guided notes for each term in boxes on Resume Sample A handout.
  • Share with students that Resume Sample A is a good example but can still be improved and there are several ways to organize a resume.
  • Review examples of soft skills for section 6 of the resume if these skills have not been previously discussed.

  4. The teacher will provide instruction on writing styles and proofreading (Slides 7-8).

  • Ask students for other examples of informal or formal writing and emphasize that formal writing is used for resumes (Slide 7).
  • Review the definition of proofreading (review writing to check for errors and fix them) and emphasize the importance of proofreading to create a quality product (Slide 8).

  5. With a partner, students will review Resume Sample B (Slide 9).

  • Using a pencil or different color pen, students will annotate how to improve the resume by checking for content, identifying examples of informal language, and proofreading for errors in the boxes provided.
  • Observe students and listen to discussions while working and provide individualized support as needed.

  6. To bring the lesson to a close, ask students to verbally recap the important parts of a resume.

  • Students will write (see teacher notes for options) a reflection on the following question: Why is it important to have an organized resume with clear language and without errors? (Slide 10)
  • Collect student handouts to review annotations.

• Teacher Notes

  
  
  • It is important for students to understand the writing style used for a resume is different than other writing styles with which they may be familiar. This can be addressed at the beginning of the lesson by the teacher.
  • For the opening activity, the teacher can ask students to hold up the handout to show the resume of the candidate they would hire to encourage participation from all students. Other options include asking students to raise their hands or stand to show their selection.
  • For the Resume Sample B activity, students can work independently instead of with a partner.
  • For the closing reflection, teachers can use an electronic discussion board instead of students writing their responses on paper/notebook, and if time permits the teacher can have students share their reflections.
  • The resume format provided is only one way to write a resume (see extension note).

• Optional

  
  

  Formative Assessment Ideas

  • The teacher can informally observe and assess students based on their participation during the opening activity and during the guided notes.
  • While students are reviewing Sample Resume B, the teacher can observe students as they discuss with their partner and the teacher can collect the students’ handouts to review their suggestions and corrections.

  Accommodation Suggestions:

  • The teacher can provide students with the guided notes handout with some of the information provided or fill in the blank style notes.
  • The teacher can provide the presentation slides in advance to students.

  Extension Ideas:

  • Students can research other types and formats of resumes such as a curriculum vitae or a chronological versus functional resume.
  • Students can make suggestions about how to also improve Sample Resume A.