Lesson Plan - Humble Independent School District...purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity

Copyright © Texas Education Agency, 2012. All rights reserved.

Lesson Plan

Course Title: Engineering Design and Presentation

Session Title: Career Research and Employment Skills – Project #3: Résumé for College or Employment (2 day lesson) Performance Objective: Upon completion of this lesson/assignment, the student will be able to create their own résumé either for College or Employment based on the criteria in the Résumé Rubric provided with this lesson. Specific Objectives:

Use the two handouts to brainstorm and begin creating the résumé Create a Résumé per the rubric provided

NOTE – Sequencing of lesson that is recommended:

Day 16 and 17 = Résumé for College or Employment (Check list handout, Components handout, and Résumé examples)

Preparation

TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Engineering Design and Presentation:

130.365(c)(1)(A)(B)(C)(D)(E)(F)(G)(H)(I)(J)(K) …distinguish the differences between an engineering technician, engineering technologist, and engineer; …identify employment and career opportunities; …investigate and work toward industry certifications; …demonstrate the principles of teamwork related to engineering and technology; …identify and use appropriate work habits; …demonstrate knowledge related to governmental regulations, including health and safety; …discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects; …demonstrate respect for diversity in the workplace; …demonstrate appropriate actions and identify consequences relating to discrimination, harassment, and equality; …demonstrate effective oral and written communication skills using a variety of software applications and media; and …explore career preparation learning experiences, including, but not limited to, job shadowing, mentoring, and apprenticeship training

Interdisciplinary Correlations: English Language Arts and Reading, English IV:

110.34(b)(1)(E)


…use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.

110.34(b)(11)(A)(B)

…draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; …evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations.

110.34(b)(12)(B) …evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

110.34(b)(13)(A)(D)(E) …plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; …edit drafts for grammar, mechanics, and spelling; …revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

110.34(b)(15)(B)(D)

…write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i) a clearly stated purpose combined with a well-supported viewpoint on the topic; (ii) appropriate formatting structures (e.g., headings, graphics, white space); (iii) relevant questions that engage readers and address their potential problems and misunderstandings; (iv) accurate technical information in accessible language; and (v) appropriate organizational structures supported by facts and details (documented if appropriate);

…produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.

110.34(b)(18) - Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. …Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. …Students are expected to correctly and consistently use conventions of punctuation and capitalization.

110.34(b)(19) - Oral and Written Conventions/Spelling.

…Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

110.34(b)(25) - Listening and Speaking/Speaking.

…Students speak clearly and to the point, using the conventions of language. …Students will continue to apply earlier standards with greater complexity. …Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.34(b)(26) - Listening and Speaking/Teamwork.

…Students work productively with others in teams. Students will continue to apply earlier standards


with greater complexity. …Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Teacher Preparation: The teacher needs to reproduce all of the handouts for this lesson. References:

1. Sample résumés to show 2. Rubric 3. Access to internet to download résumé templates for students to customize for his/her use

Instructional Aids:

1. Computer, Internet, Printer, Word, (or equivalent software)

Materials Needed:

1. One (1) of each of the two hand outs sheet for each students a. Résumé Components Worksheet b. Résumé Project Checklist

2. Sample Résumés 3. Résumé Rubric (Either College or Employment) 4. Print out of the examples for students who need hard copies 5. Writing utensils for students who don’t have any 6. How to Create a Business Card PowerPoint presentation

Equipment Needed:

1. Data projector for PowerPoint 2. Computer with internet access and printer access

Learner Preparation: To be familiar with what a résumé is.

Introduction

Introduction (LSI Quadrant I): NOTE: The class discussion is meant to be Socratic in nature and not true/false, or this is the only correct answer. Encourage your students to explain WHY they think the way they do! There is NO wrong answer if they can explain the WHY! ASK/SHOW: As we go over the example résumés, I want you to be thinking about what makes it good versus bad, and what you would do differently. So be prepared to be called upon.

ANSWER: There is no right or wrong answer so long as they can give an example or fact to back up their point of view.

SAY/SHOW: The two handouts can/will help them brainstorm and begin his/her résumé. (Résumé Components Worksheet and Résumé Checklist) SAY/SHOW: Show and explain the grading rubric for the résumé. Ask for any questions and give students time to respond.


SAY/SHOW: How to start résumé. SAY: Now it is time for you to work on your résumés. You will have two days to complete it. Do your best and I will be helping each of you need help. NOTE: Be prepared for students to come back to you for help when they do this in their other classes.

Outline

Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline.

MI Outline Notes to Instructor

Day 16 and 17 = Résumé for College or

Employment (Checklist handout, Components handout, and Résumé examples)

This lesson is Project #3 of a Career Research and Employment Skills unit. The lesson is best presented in 2 days as listed in the outline.

I. Go over the example résumés. As you go, ask

different students for his/her input about what makes it good or bad, and what he/she would do differently.

Day 16 - At the beginning of class show the example résumés. Ask students what makes it good versus bad. What would they do differently? Socratic discussion on whether the example is good, bad, or what they would do differently. Allow enough time for input from every student.

II. Go over the two handouts

a. Résumé Components Worksheet b. Résumé Checklist

Day 16 - Give students 1 day to brainstorm using these handouts. If they finish early have them start to work on the video. Use the two handouts given to brain storm and begin the résumé.

III. Go over the Résumé Rubric (Either College or

Employment) in detail

Each student should have a copy of the rubric to look at as they work. Before they start creating, everyone should have a chance to ask questions.

IV. Create the résumé per the rubric

Day 16-17 - As students are working, do progress checks and redirect to follow the rubric as needed.


V. Grade résumés per rubric

Day 17 - Grade résumé based on the rubric. If time allows, you may have the students grade each other based on the rubric and have them turn that in for BONUS (10 pts.) to the grade or as a separate grade. At the end of the lesson the students should all be able to create a College or Employment Résumé that covers all the requirements given in the rubric. (Advanced students can be challenged with something like Photoshop or Google Docs)

Copy and paste Multiple Intelligences Graphic in appropriate place in left column.

Verbal Linguistic

Logical Mathematical

Visual Spatial

Musical Rhythmic

Bodily Kinesthetic

Intra- personal

Inter- personal

Naturalist Existentialist

Application Guided Practice (LSI Quadrant III): Teacher will give feedback as the students complete each of the two handouts, create the résumé per the rubric, and show every student’s résumé. Independent Practice (LSI Quadrant III):

1. Complete each of the two handouts 2. Create the résumé per the rubric 3. Appropriate behavior students résumés are shown

Summary

Review (LSI Quadrants I and IV): Students will review what they have learned by referring to the information on the handouts to be able to create a résumé that can help them get into a specific college or to get a specific job.

Evaluation


Informal Assessment (LSI Quadrant III): Make sure each student has created a résumé that they could use. Formal Assessment (LSI Quadrant III, IV): Résumé per the rubric is the actual “major” grade of project. Extension/Enrichment (LSI Quadrant IV): Students who need a challenge can use Photoshop or Google Docs. Have students grade each other per the rubric and turn this in either for 10pt. BONUS or as a separate “daily” grade. BONUS: Create their own business card per the rubric and example(s) given. (Refer to PowerPoint Presentation)


Résumé Components Worksheet

What follows is a worksheet organized as an outline of a typical chronological résumé: Identification/Contact Information It is essential that a potential employer can reach you. This section should include your name, address, phone number(s), and e-mail address. College students often include a school address and a permanent home address. Fill in the contact information you plan to use here: Job Objective and/or Headline and/or Branding Statement You need at least one element to give your résumé focus. A job objective is one option but not currently popular with employers. Other options include a "headline" used by itself or in combination with a branding statement. Write below some ideas for an objective statement, headline, branding statement, or combined headline and branding statement. If you choose an objective statement, a good basic outline is: Objective: To contribute strong ______________________ skills and experience to your firm in a [name of position or job function]: ____________________________________ capacity. Education For high school students, this entry should be your next unless you have so much experience that your experience is a better selling point than your degree. High School(s) attended: Graduation Date: Specialty Classes you took (HINT: Architecture, Engineering Graphics, Digital Imagining, Criminal Justice, etc…): GPA : ACT Scores SAT Scores: You can also list Honors, Awards, and Distinctions in your Education section or list them in a separate section. Once you've been out of college a few years, you can delete this section from your résumé.


Professional Experience This section can also be labeled "Experience,” "Work History" or "Employment." We prefer "Experience" – especially for new college graduates, because experience is broader than work history, allowing you to include major school projects that showcase your skills and abilities. Information on a résumé should be listed in order of importance to the reader. List experiences in reverse chronological order, starting with your most current experience. List each job in this preferred order: Title/position, name of employer, city/state of employer, dates of employment. Current or most recent job/internship/unpaid experience* Title/position: Name of employer: City, State: Dates of employment: Bullet points for this job: Next most recent job/internship/unpaid experience* Title/position: Name of employer: City, State: Dates of employment: Bullet points for this job: Next most recent job/internship/unpaid experience* Title/position: Name of employer: City, State: Dates of employment: Bullet points for this job: NOTE: High school students in particular can choose to list unpaid experience in your Experience section, such as volunteer positions, community service, class projects, sports, extracurricular activities, and leadership positions. The idea is that experience is experience as long as you used relevant skills and achieved accomplishments. Some job-seekers, however, are more comfortable having separate experience sections, such as Volunteer Experience, Leadership Experience, or Activities.


Affiliations/Interests This section is optional; include only if you have space on your résumé for it. Items from this section are often used as an ice-breaker by interviewers looking to start an interview informally. This section should only include professional memberships and non-controversial activities or interests. List them below: Transferable Skills Use this to capture skills you’ve attained from any aspect of your life that are transferable and applicable to the job you want next. Consider skills used in jobs, classes, extracurricular activities, internships, to volunteer or community-service work, travel, work, projects, parenting, hobbies, sports, and more. Statement about References Do not list actual names and contact information for references on your résumé; list them on a separate References sheet. This section should include a statement saying references are available upon request. Even this statement is optional because it is a given that you will provide references upon request; however, this line should signal “The End” of your résumé. Ask your coaches, teachers, preachers, employers, etc. BEFORE you list them as a reference! List below any additional sections or information you are considering including on your résumé.


Résumé Project:A great resource website for this is http://quintcareers.com/index.html

A Résumé Checklist Layout & Appearance Yes No

Is my name at the top of the page and in bold? Are my address, phone number and email easy to read?

Is my résumé an appropriate length? (1 page preferred) Is formatting (e.g., bold, font, bullet sizes, heading styles) consistent throughout the résumé? Are the headings and statements evenly spaced?

Are verb tenses in the present tense for current jobs? Are verb tenses in the past tense for previous jobs?

Do I have approximately 2-6 statements per job? (Bullet form is recommended.)

Content Yes No

Does my objective statement clearly state what I am seeking and what I will bring to the position/college?

Did I include the following headings: Education, Experience, and Skills? Does my education section state my official degree and expected graduation date? Did I include my cumulative GPA (if a 3.0 or above)? Is my GPA accurate? Did I include ACT or SAT scores?

Do my statements demonstrate major accomplishments rather than routine tasks/duties? Check the statements that demonstrate your accomplishments.

Do my accomplishment statements start with action verbs? (See below for examples of action verbs.)

Do my accomplishment statements demonstrate the use of key work ethics and/or skills? (See top ten for both)

Do my statements demonstrate the results of my accomplishments? Did I quantify my results (e.g., use numbers when possible)?

Does my résumé end with strength? (e.g., Skills, Activities section) Is my résumé completely free from spelling, punctuation and grammatical errors?


Your Guide to Résumé Writing: Action Words Use action words to describe your experience and accomplishments. Here are some actions words to use:

● achieved ● acquired ● adapted ● addressed ● administered ● analyzed ● anticipated ● assembled ● assisted ● audited ● budgeted ● calculated ● centralized ● changed ● collaborated ● composed ● condensed ● conducted ● constructed ● contracted ● converted ● coordinated ● created ● cultivated ● demonstrated ● designed ● developed ● devised ● discovered ● doubled

● drafted ● edited ● eliminated ● enforced ● established ● evaluated ● expanded ● explained ● forecasted ● formed ● founded ● generated ● guided ● hired ● implemented ● improved ● informed ● insured ● interpreted ● interviewed ● launched ● maintained ● managed ● marketed ● minimized ● motivated ● negotiated ● obtained ● operated ● organized

● originated ● oversaw ● performed ● planned ● prevented ● produced ● programmed ● promoted ● provided ● publicized ● published ● recruited ● reorganized ● reported ● researched ● resolved ● reviewed ● selected ● separated ● set up ● simplified ● solved ● surveyed ● staffed ● supervise ● taught ● tested ● trained ● used

Your Guide to Résumé Writing: Interpersonal Skills

Use at least one or more of these Interpersonal Skills to describe your experience and accomplishments.

● Appreciative ● Emotional Stable ● Patient ● Likeable ● Cheerful ● Devoted

● Considerate ● Well Groomed ● Friendly ● Loyal ● Modest ● Courteous

● Helpful ● Pleasant ● Cooperative ● Hard Working


Your Guide to Résumé Writing: Initiative/Intuitive Skills Use at least one or more of these Initiative/Intuitive Skills to describe your experience and accomplishments.

● Independent ● Ambitious ● Effective ● Initiating ● Perceptive ● Orderly

● Efficient ● Adaptable ● Accurate ● Conscientious ● Persevering

● Enthusiastic ● Persistent ● Dedicated ● Productive ● Resourceful

Your Guide to Résumé Writing: Dependable Skills

Use at least one or more of these Dependability Skills to describe your experience and accomplishments.

● Dependable ● Follow

Regulations/Rules ● Follow Directions

● Reliable ● Honest ● Careful

● Punctual ● Timely

Work Ethics Employers Want

● #1- Strong Work Ethic ● #2- Dependability and Responsibility ● #3- Positive Attitude ● #4- Adaptability ● #5- Honesty and Integrity ● #6- Self Motivated ● #7- Motivated to Grow and Learn ● #8- Confidence ● #9- Professionalism ● #10- Loyalty

Top Skills Employers Want 1. Communication skills 2. Strong work ethic 3. Teamwork skills (works well with others) 4. Initiative 5. Analytical skills 6. Computer skills 7. Flexibility/adaptability 8. Interpersonal skills (relates well to others) 9. Problem-solving skills 10. Technical skills


Résumé Rubric CRITERIA 20-14 15 -11 10-6 5-0

TOTAL

Format/ Layout

The résumé consistently follows formatting guidelines for length, layout, spacing, and alignment. Format and layout make the résumé exceptionally attractive, drawing attention to the content, and enhancing readability.

Formatting guidelines for length, layout, spacing, and/or alignment are almost always followed. 1-2 problems in format and layout, but readability and attractiveness are not affected.

Formatting is repeatedly inconsistent in length, layout, spacing, and/or alignment, reducing readability and attractiveness.

Formatting guidelines for length, layout, spacing, and/or alignment are not followed, making the résumé unattractive or hard to read.

Style

The fonts are consistent and easy to read. Font size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability.

The fonts are consistent and easy to read. Font size varies appropriately for headings and text.

Fonts are not used consistently, varying in style and size and making the text difficult to read.

No consistency in fonts. A wide variety of fonts, styles and point sizes was used.

Content

The résumé includes all necessary items (headings) and follows guidelines consistently (e.g., objective, action verbs, dates, places). Relevant education and experience substantiate position sought and are presented in reverse chronological order.

Almost all necessary items are included and guidelines are followed for the most part. 1-2 errors in presentation of the content (e.g., objective, dates/places, action verbs, use of reverse chronological order).

Several necessary content items are missing or there are several errors in presentation (e.g., objective, dates, places, actions verbs or use of reverse chronological order).

Presentation of content contains many errors or omissions, (e.g., in the use of chronological order, action verbs, objective, dates, places, etc.)

Grammar/ Vocabulary

The résumé uses accurate English grammar and vocabulary (word forms, word choice). Action verbs are consistently used in past tense.

There are 1-3 errors in the use of English grammar and vocabulary (word forms, word choice). Action verbs are almost always used in past tense.

There are 4-5 errors in English grammar and vocabulary (word forms, word choice). Action verbs are often not used in past tense.

There are more than 5 errors in English grammar and vocabulary (word forms, word choice). Action verbs are usually not used in past tense.

Mechanics Spelling/ Punctuation/

Capitalization

There are no errors in spelling, punctuation, or capitalization in the résumé.

There are 1-3 errors in spelling, punctuation, or capitalization in the résumé.

There are 4-5 errors in spelling, punctuation, or capitalization in the résumé.

There are more than 5 errors in spelling, punctuation, capitalization in the résumé.





















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Lesson Plan - Humble Independent School District...purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity