Resumes Part 4: Revising My 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 06.02

  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.

  Supporting

  CTE 06.1

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

• Unit Outline

  
  

  The unit will focus on students creating their resume to build their professional portfolios. Lessons will focus on students adapting their writing styles for resume writing. In this fourth lesson of the unit, students will revise the resumes they drafted in the previous lesson. During the first lesson students learned key terms for resumes by reviewing two sample resumes. In the second lesson, students used a template to practice writing the work/volunteer experience portion of a resume for a famous person. In the third lesson, students applied the knowledge from the first two lessons to draft their resume using a brainstorming sheet and templates from word processing software.

• 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 the real-world experience of completing job applications.

• Learning Objectives

  
  

  Students will be able to:

  • Revise the draft of their resumes following English language conventions.
  • Evaluate their resumes and their peers’ resumes.

• Prior Knowledge

  
  

  Students should be familiar with:

  • The important parts of a resume.
  • The purpose of a resume for a job application.
  • The writing style used in a resume.
  • English language conventions.

• Guiding Questions

  
  
  • Why is it important to have an organized resume with clear language and without errors?
  • How can a well-written resume improve an applicant's outlook for being interviewed for a job opening?

• Procedure

  
  
  1. To introduce the lesson, pose the guiding question to students, Why is it important to have an organized resume with clear language and without errors?, from Lesson 1.
  2. Distribute the student self-assessment handout (Handout 1).
     • Students will need an electronic copy of their resume (see teacher note if technology is not available). They will use the checklist to review their resumes and make corrections as needed.
     • Students will complete the following statement, “My resume is ready to submit for a job application because...”.
  3. Arrange students in groups of 3 to complete the peer evaluation activity.
     • Distribute a copy of the peer evaluation handout (Handout 2). Students will pretend to be local retail business owners looking to hire a high school student for a customer service position.
     • Students will determine if they would call their peers for an interview based on two examples from the peers’ resumes. Remind students that different positions require different skills.
     • Students will share their resumes with their peers through an available online collaborative software program.
  4. To close the lesson, ask students to share their peer evaluations with their group As part of their discussion, they will reflect on the following questions:
     • How can a well-written resume improve an applicant's outlook for being offered a job?
     • Why is a resume important for a professional portfolio?

• 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.
  • Students can respond to the opening question via electronic discussion board or verbally respond.
  • Access to an electronic copy of the resume is preferred for the self-assessment activity to allow students to revise their writing in real time.
  • If a learning management system is not available, students can complete the activities with printed copies.

• Optional

  
  

  Formative Assessment Ideas:

  • The teacher will review the students’ self-assessments during the lesson.
  • The teacher can observe and listen to students while they complete the peer evaluation.

  Summative Assessment Ideas:

  • After the lesson, the teacher can score student resumes using the rubric provided (Handout 3).

  Extension Ideas:

  • Students can add their revised resumes to their professional portfolios to prepare for future job or college applications.