LESSON INFORMATIONLos Angeles County Regional Occupational Program Class: Career Essentials - Required Lesson/Unit Title: Employment Literacy/Employability Skills – 301: Instruction for Writing a ResumeTimeframe: 1 HourAbstract/Summary of Lesson: This presentation will introduce students to the resume. The sales tool that can help applicants get interviewed and ultimately hired.

STANDARDS & SKILLS ADDRESSEDObjective(s): Students will know…1. The parts that make

up a resume.2. How to identify their

skills and abilities.3. How to write a job

objective.4. Why resumes are

necessary.5. How to write a

resume.6. That a resume is a

continual work-in-progress.

Students will be able to…1. Identify the six (6) parts of a resume.2. Develop a first rough draft of a resume.3. Identify skills and abilities.4. Create a job objective statement.5. Complete the four (4) parts of a resume that

serve as the foundation.6. Explain why a resume is necessary.7. Practice steps for creating a resume.8. Learn and explain why one draft is usually not

enough.9. Keep instructional handouts for future use.10.Continue updating resume throughout their life

and career.Standards/Skills Addressed: Foundation Standards: 3.0 Career Planning and Management: Students acquire the skills necessary to make effective decisions, utilize career information and manage personal career plansEnglish Language Arts: Grade 9-10: Reading (R) 2.1 Analyze structure and format of functional workplace documents; Writing (W) 1.1 Establish a coherent thesis and maintain a consistent focus, 1.2 Use precise language; Written & Oral English Language Conventions (W/O) 1.1 Correctly use clauses, phrases, and mechanics of punctuation, 1.2 Understand sentence construction and proper English usage, 1.3 Demonstrate control of grammar, paragraph and sentence structure, diction, and syntax, 1.4 Produce legible work with accurate spelling, punctuation, and caps; Grade 11-12: R 2.2 Analyze how clarity of meaning is affected by word choice, repetition, patterns of organization, etc.; W 1.5 Use language in natural, fresh, and vivid ways, 2.5 Write job applications and resumes; W/O 1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure, 1.2 Produce legible work that shows accurate spelling, capitalization, and punctuationCAHSEE: R 2.1 Analyze structure and format of functional workplace documents; W 1.1 Establish a controlling impression or coherent thesis, 1.2 Use precise language, action verbs, sensory details, and appropriate modifiers; W/O 1.0 Students write and speak with a command of standard EnglishESLRs: Setting Career and Life Goals: Completing a resume, job application and

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simulated job interview

ASSESSMENTPerformance tasks/projects:

Using the Job Finder’s Guide Page 15, students are to check all phrases that apply to them. They

are to underline any phrase they want to improve on. Complete activity on page 41

Create a job objective statement Identify personal skills and abilities Develop rough draft resume Submit a completed resume

Test and quiz questions or essay prompts: Students will be asked these review questions during the lesson:

What are the six (6) parts of a resume? How are skills and abilities identified? What are the four (4) foundational parts of a resume? Why is a resume necessary? Why is a resume considered a work-in-progress?

Other evidence to be used (e.g., observations, evaluation of work samples, discussion):

Completion of Pre-Test Completion of first draft resume worksheet Completion of Activity A2 “Words That Can Get You Hired” Students cooperative efforts during creation of resumes

Student self-assessments: Students will be able to identify the aspects of their life they will highlight

on their resume in preparation for a job search and their work careers.TEACHER STRATEGIES & ACTIVITIES

ObjectivesUpon successful completion of the lesson, students will be able to:

Identify the six (6) parts of a resume. Develop a first rough draft of a resume. Identify skills and abilities. Create a job objective statement. Complete the four (4) parts of a resume that serve as the foundation. Explain why a resume is necessary. Practice steps for creating a resume. Learn and explain why one draft is usually not enough. Keep instructional handouts for future use. Continue updating resume throughout their life and career.

Motivation: A resume is a sales tool that can help applicants get interviews and ultimately a job. You will learn what goes into a resume, discover the skills and abilities that describe you, and create/update an industry acceptable

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resume.

Presentation: Instructor Introduction/Direction

1. Distribute Job Finder’s Guide Guiding students through page 15, “Examples of Descriptive Phrases,”

have students check all phrases that apply to them and underline any phrase that they want to improve on

Complete activity on page 41 – “Personal Strengths” Discuss

2. “Resume Pre-Test” – Activity A1 Distribute “Resume Pre-Test” Instruct to answer questions independently Using “Key to Resume Pre-Test” discuss answers with students

3. Define and explain the purpose of the resume

PresentationI. Sections of the Resume

A. Six (6) parts of the resume – Refer to Job Finder’s Guide pages 10, 11 – “Writing a Winning Resume”, “Steps to Writing Your Resume”1. Job Objective2. Education and Training3. Work/Volunteer History4. Skills and Abilities5. Honors and Awards6. Activities

B. Distribute:1. Worksheets

a. W1 – “First Draft Resume Worksheet” (this will be turned in for credit/grading)

b. W2 – “Resume Worksheet”2. Handouts

a.H1 – “First Draft Resume Sample Worksheet”b.H2 – “Skills, Abilities and Strengths for Use in the Application,

Resume, and Interview Preparations”c. H3, 4 Sample Resumes

C. Objective Statement1. Job Finder’s Guide pages 12,13 – “Sample Job Objectives”2. Have students pick an objective which best suits their ROP class or

a job they are seeking and write it on W2 “Resume Worksheet”D. Work History

1. Use Job Finder’s Guide pages 10 & 17 - “Resume Worksheet” and H1 “First Draft Resume Sample Worksheet” as a guide, review work history

2. Students are to fill in their work history in the appropriate section on W2 “Resume Worksheet”

E. Education1. Use Job Finder’s Guide page 10 & 16 – “Resume Worksheet” – W2,

explain the educational section

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2. Instruct students to fill in their educational section on W2F. Skills and Abilities

1. Define skills and abilities2. Discuss Handout H2 “Skills and Abilities…”3. Go through pages 14 & 16 – “Key Resume Verbs” of the Job

Finder’s Guide4. Students are to identify their personal skills and abilities they

would want to highlight and have them list these on W2G. Extra Curricular/Activities and Awards/Achievements/Honors

1. Have students list their activities, awards, achievements, and honors

2. Using format on “First Draft Resume Sample Worksheet” H1 and page 17 in the Job Finder’s Guide students are to take their list and write it on W2

II. Industry Acceptable ResumeA. Development of First Draft Resume

1. Instructor’s directiona. During development of each step of the rough draft, circulate

the classroom for supervision and guidanceb. This is an independent learning activity requiring hands on

participationc. Assist students by utilizing

1) Completed sample resumes Handouts H3,42) Sample resumes in the Job Finder’s Guide pages 18-23

2. After completing “Resume Worksheet” W2, have students transfer the information to the “First Draft Resume Worksheet” W1 to hand in for credit/grading

B. If students have an existing resume, take them through the preceding steps to update/correct

C. The industry acceptable resume1. If necessary return first draft resumes - W1 to the students for

correction until every aspect of the draft is complete and acceptable for a finished resume

2. If students have an existing resume, have them submit the resume for correction and credit/grading. If needed student is to make corrections and submit completed project

3. Students will submit a completed industry acceptable resumeIII. Resume – A Work in Progress - Conclusion

A. Distribute “Words That Can Get You Hired” Activity A21. Have students do A2 as an individual activity2. Using answer key, discuss

B. Discuss the process students went through to create their resumes including the student’s ideas on how they will be utilizing their resumes

C. Need for updating resumes throughout careerApplication/Activities:

Job Finder’s Guide pages 15 & 41 Pre-Test - A1 Completion of worksheets W1 and 2

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Completion of A2 Industry acceptable resume – Final Resume

Materials needed: Job Finder’s Guide 4th Edition available through ROP Technician at High

School site Activities

A1 – Resume Pre-Test and keyA2 – “Words That Can Get You Hired” and key

HandoutsH1 – “First Draft Sample Resume Worksheet”H2 – “Skills and Abilities…”H3,4 – Sample resumes

WorksheetsW1 – “First Draft Resume Worksheet”W2 - “Resume Worksheet”

White portfolio folders Portfolio brochures – obtained through ROP Technician at High School site

Assessment/Evaluation: Pre-Test First Draft Resume Worksheet – W1 Resume worksheet – W2 Industry acceptable resume assessed by English standards and resume

worksheets guidelines “Words That Can Get You Hired” - A2

Closure/Reflection:1) Summarizing the key points:

Defining and explaining need for resumes Parts/Sections of a resume Words used for hiring

2) Keep all handouts, rough drafts and completed resumes in white portfolio folder.3) Today we created your resume. Next session will be on seeking that job.

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ACTIVITY &ANSWER KEY

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RESUME PRE-TEST

This pre-test is designed to help you assess your understanding of the importance of a Resume prior to the training you will experience. In this way you will be able to measure your strengths and weaknesses.

True or False:Circle the correct answer:

T F 1. Filling out an application for a job is good enough. A resume is overkill.

T F 2. The job objective should fit the specific job you’re applying for as much as possible.

T F 3. The format that best highlights your skills, abilities, and training is the best format for you.

T F 4. Including diploma, degree, awards and additional training information in the Education Section on the Resume is not necessary.

T F 5. Include all paid and unpaid job experiences, including volunteer work at schools and community organizations.

T F 6. You can design your resume with as many pages as you want. Be sure to include all of your information.

T F 7. A resume is a waste of time since the application has all the information anyway.

T F 8. Listing a few things in the job description gives employers a bird’s eye view of what you did at your last job.

T F 9. The brighter and fancier the resume pages, the better chance of attracting the employer’s attention.

T F 10. You don’t have to be specific in the job objective. The employer won’t really read it anyway.

A1

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KEY TO RESUME PRE-TEST1. False

a. A resume is an advertising tool that provides important details not found in an application.

b. Demonstrates your motivation, strengths and professional attitude.

2. TrueThis shows the employers that you have tailored the resume around a job that you really want and plan to stay with.

3. TrueThe format that best highlights your skills, abilities, and training is the best format to use.

4. FalseThe Education Section informs the employer about your training and your potential to work and follow directions.

5. TrueUnpaid experience counts just as strongly as paid work; sometimes the impact is greater.

6. FalseThe ideal resume for an entry-level job is one page. Employers generally won’t take the time to read two pages.

7. FalseApplicants with resumes are telling the employer that they are prepared, organized and motivated.

8. FalseA specific, detailed description should include the most important duties to the least and should be written in grammatically correct sentences.

9. FalseEmployers agree that plain white or ivory colored bond paper is the best choice for resumes.

10. TrueThe job objective tells the employer specifically what skills you are offering and that you are ready to apply your skills to a specific job.

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A1 Answer Key

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Student Name_________________________________

WORDS THAT CAN GET YOU HIREDThe Employer Makes the Rules

Who decides whether grammar is important on the job?Answer:____________________________________

Employers expect employees to be able to use correct grammar. Some employees seem to think that grammar is a waste of time. This is incorrect thinking. Simply put, correct grammar permits all employees to effectively communicate on the same level and to understand each other.

Underline the correct words.

1. Her (advise, advice) had a positive (affect, effect) on me.

2. The (woman, women) will (do, due) her best.

3. My (conscience, conscious) won’t let me (break, brake) the rules.

4. We finally had (piece, peace) and (quite, quiet) after the store closed.

5. I (passed, past) that (course, coarse) and earned a “B” grade.

6. (Who’s, Whose) giving the car (it’s, its) (weekly, weakly) cleaning?

7. (Their, They’re) going fishing with (there, they’re, their) boss.

8. I always (choose, chose) conservative (clothes, cloths) now.

9. I (hear, here) that you made the (write, right) choice.

10. I (accepted, excepted) the (bored, board) with thanks.

A2

Answer Key F-363

WORDS THAT CAN GET YOU HIREDThe Employer Makes the Rules

Who decides whether grammar is important on the job?Answer: The Employer

Employers expect employees to be able to use correct grammar. Some employees seem to think that grammar is a waste of time. This is incorrect thinking. Simply put, correct grammar permits all employees to effectively communicate on the same level and to understand each other.

Underline the correct words.

1. Her (advise, advice) had a positive (affect, effect) on me.

2. The (woman, women) will (do, due) her best.

3. My (conscience, conscious) won’t let me (break, brake) the rules.

4. We finally had (piece, peace) and (quite, quiet) after the store closed.

5. I (passed, past) that (course, coarse) and earned a “B” grade.

6. (Who’s, Whose) giving the car (it’s, its) (weekly, weakly) cleaning?

7. (Their, They’re) going fishing with (there, they’re, their) boss.

8. I always (choose, chose) conservative (clothes, cloths) now.

9. I (hear, here) that you made the (write, right) choice.

10. I (accepted, excepted) the (bored, board) with thanks.

A2 Answer Key

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WORKSHEET

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FIRST DRAFT RESUME WORKSHEETDirections:1. Use this page to brainstorm and write down ideas. Remember to be

realistic especially in the objective section. Do not lie. After your first draft, you will tailor each section so it is easy to read and so it starts to look more and more like a final resume.

2. Choose action-oriented short phrases beginning with verbs. (Refer to Job Finder’s Guide page 14) Examples: operated cash register, greet customers

3. Highlight your strengths and information that relates to the specific job for which you are applying.

4. Good luck!

Name________________________Telephone_____________Address___________________________________________ ________________________________________________ OBJECTIVE________________________________________________ ________________________________________________ ________________________________________________ SKILLS__________________________________________________ __________________________________________________ __________________________________________________ WORK HISTORY (including volunteer)__________________________________________________ __________________________________________________ __________________________________________________ EDUCATION AND TRAINING__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ ACTIVITIES__________________________________________________ __________________________________________________ __________________________________________________ You may add additional sections if you like. Such as: Honors and Awards, Achievements, Volunteer experience.

W1

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RESUME WORKSHEET

(Remember to fill in all the blank lines and use your legal name)

Name_________________________________ Telephone_____________

Address________________________________________________________ _______________________________________________________________

Job Objective (What job would you like to have? Is this realistic? Make sure one of your sentences states the exact job you want.)______________________________________________________________________________________________________________________________

Skills and Abilities (The easiest way to complete this section is to brainstorm.) a) List four skills. For example: organized, reliable, responsible. b) List four abilities. For example: punctual, get along well with others, committed, goal oriented. c) Are you bilingual? d) List things you have learned either at school or work.______________________________________________________________________________________________________________________________

Honors and Awards a) Were you student of the month? b) Did you have a high GPA? – mention it. c) Did you ever receive a scholarship? ____________________________________________________________________________________________________________________________________________________________________________________________________________

Work History a) Where have you worked before? b) Where do you currently work? c) Start with the most recent. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Education (Where have you attended school? Remember to start with the most recent.) ___________________________________________________________________________________________________________________________________________________________________________________________________________

Activities and Interests (Mention sports, choir, clubs, etc.)________________________________________________________________________________________________________________________________________

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W2

HANDOUT

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FIRST DRAFT SAMPLE RESUME WORKSHEET

Directions:

1. Use this page to brainstorm and write down ideas. Remember to be realistic especially in the objective section. Do not lie. After your first draft, you will tailor each section so it is easy to read and so it starts to look more and more like a final resume.

2. Choose action-oriented short phrases beginning with verbs. (Refer to Job Finder’s Guide page 14) Examples: operated cash register, greet customers

3. Highlight your strengths and information that relates to the specific job for which you are applying.

4. Good luck!

Name Susan Kelleher Telephone (818) 321-5768

Address 1202 Wilson Avenue San Gabriel, CA 91754

OBJECTIVESeeking a position as a Bank Teller (Refer to job objective on page 22)Worked with numbers, had public contactClerical Experience

SKILLS(a) Greeted customers (b) 10 key (c) Check cashing (d) Able to speak Spanish (e) Type 50 wpm (f) Operated cash register (refer to page 16)

WORK HISTORY (including volunteer) Worked at San Gabriel High School in 1994 as a typist (Refer to page 18) Working at McDonald’s Restaurant as a counter clerk 1986 - present

EDUCATION AND TRAINING Graduated in June of 1989 with a G.P.A. of 3.89 from San Gabriel High

School (Refer to page 17) Attended the Regional Occupational Program in 1989 – Word Processing

ACTIVITIES Participated in the Future Business Leaders of America Club for 1 year (Refer to page 18) Involved in Spanish Club for three years

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H1

SKILLS, ABILITIES AND STRENGTHS FOR USE INTHE APPLICATION, RESUME, AND INTERVIEW

PREPARATION

Below are descriptive words which employers want expressed on your application, resume, and in the job interview. Specifically, they can be used to describe your strengths abilities, and character during all phases of your job seeking activities.Circle the words which describe you. These words can be used in the skills section of your resume, the application, and within the answer of any question asked of you in an interview.

1. Academic skills: basic ability to read, write and do arithmetic computations.

2. Analytical: calculates, compares, figures, looks at the facts.

3. Articulate: able to speak clearly/effectively.

4. Assertive: saying how you feel without expecting change from others/non-aggressive.

5. Considerate: puts feelings of others first.

6. Dependable: can be counted on to do the job right.

7. Detail oriented: value the importance of task accuracy.

8. Diplomatic: handles stressful situations with kind words/tact.

9. Efficient: meets deadlines, works quickly with minimal to no mistakes.

10. Enthusiastic: interested in things at work.

11. Flexible: can change without being disagreeable.

12. Foreign Language: Bilingual ability in either speaking, writing and/or translating.

13. Friendly: gets along well with others.

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H2

14. Hands-on person: good at building, repairing, assembling or making things.

15. Helpful: extends extra effort for others and with tasks at work.

16. Initiative: doing things without being asked.

17. Listening skills: hear what people say without interrupting.

18. Mechanically inclined: good at fixing things like cars or appliances.

19. Negotiation and Teamwork: solve conflicts effectively and work well with ideas/work of co-workers.

20. Open minded: learning to learn.

21. Oral communication: speak so as to be clearly understood.

22. Organized: uses time wisely.

23. Patient: able to keep cool in the face of chaos and frustration.

24. Pleasant: even tempered, responsive, soft tone of voice.

25. Professional: works with a businesslike attitude.

26. Quick: alert, learns things quickly.

27. Reliable: arrives everyday and on time.

28. Responsible: follows through; finishes job assignments.

29. Resourceful problem solver: find different ways to solve problems.

30. Self Motivated: works well without supervision.

31. Strong work ethic: works hard and does a good job.

32. Tolerant: patient and forgiving.

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33. Trustworthy: can be relied upon to do what you say you’re going to do.

H2 Continued

Functional Resume Sample

Susan M. Keller1202 Wilson Avenue

San Gabriel, CA 91754(818) 321-5768

JOB OBJECTIVEOffering excellent numerical, clerical, and courteous public contact skills.Seek to apply these skills as a bank teller.

SKILLS AND ABILITIES Fluent in Spanish Greeted over 200 customers on a typical day Practiced effective listening skills Knowledge of general office systems, filing, and 10-key Ability to quickly assist customers with transactions such as

deposits, check cashing, and loan payments Development of part-time typing business; accurately type 50

wpm, 40 letters/day Assisted in developing program to train part-time clerks in food

service Restocked merchandise, handle customer inquiries and

transactions, operated cash register, and cleaned up work area Work well unsupervised

WORK HISTORY San Gabriel High School – Typist, 1989 McDonald’s Restaurant – Counter Clerk, 1987 – present

EDUCATION AND TRAINING San Gabriel High School – Graduation, June 1989, GPA – 3.89 Regional Occupational Program – Word Processing, 1989

ACTIVITIES Future Business Leaders of America Club, 1 year Spanish Club, 3 years

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H3

WALTER GARCIA110 Ocean View DriveLakewood, CA 90048

(310) 636-3636

Job Objective: Offering excellent clerical and customer service skills. Seek to apply these skills in an office environment.

SKILLS Bilingual – English/Spanish IBM personal computer proficiency Accurate typing 50 wpm Proficient with general office systems 10 key by touch, filing and 12 line telephone systems

HONORS AND AWARDS Maintained 3.8 GPA National Defense Scholarship, June 1995 ROP Student of the Year award, April 1995 ROP Perfect Attendance award, December 1994

WORK HISTORY3/94 to present Volunteer

Seaview Convalescent Hospital, Lakewood, CAAssist nursing staff with recovering patients, read and create activities for entire hospital, assist with other duties as assigned

2/94 to 3/94 Customer Service ClerkBurger King, Lynwood, CAProvided excellent customer service in a fast food restaurant, order taking, food preparationand maintenance

EDUCATIONLynwood High School, Lynwood, CA, June 1997Regional Occupational Program (ROP)Computer Applications, December 1994Office Occupations, June 1994Retail Sales, August 1993

ACTIVITIESBig Brothers of Los AngelesChurch Choir

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H4

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