Resume Writing

GRADE LEVEL(S) DOMAIN/STANDARD COMPETENCY/INDICATOR

9th-12th grade CAREER DEVELOPMENT DOMAIN STANDARD A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions COMPETENCY A:2: Develop employment readiness C.A2.6: Learn how to write a resume Prior to lesson students are to find job posting of interest to them (60 min) Job search on computer or newspaper or job postings. Computer lab to create resume. Definitions of types of resumes Descriptive phrases and words sheet Students will research and find a job posting for career choice, and learn key concepts of writing a resume that effectively shows their objective, experience and education

TIME REQUIRED

MATERIALS NEEDED

ACTIVITY SUMMARY

1.) Students are to bring to class a job posting for a job that fits their career goals 2) Instructor will pass out several different templates of resumes that reflect the 3 different types (Chronological, Functional, and Combination) and definition of each for students to use as a guide to organizing and writing their own resumes.

PROCEDURE

3.) Instructor will emphasize the key concepts of each area of the resume; what each section should include, how to keep it organized, word choice, and relevant information. 4.) Students will begin to fill in the blanks of the template that they choose to use for their resume. Students are to use words off of the Words or Phrases for More Effective Resumes 5.) Students may choose to use make believe education, work experience, and achievements.

DATA ASSESSMENT PERCEPTION DATA RESULTS DATA CITATION(S)

You may include copyrighted materials in materials needed, but do not reproduce copyrighted materials in your lesson plan. Noncopyrighted materials should be included in your lesson plan and cited here.

DATA ASSESSMENT: 100% of the 9th grade Emerging Scholars will receive this lesson plan during a study period. PERCEPTION DATA: 90% of students will bring in information on a career that is interesting to them. 10% of students will use the internet to access a career that is of interest to them. RESULTS DATA: 100% of students will complete the activities and submit the worksheets to their counselors.

University of Minnesota Resume Tutor description of 3 basic resumes VIC Training Sessions April 26, 2002 Phrases and description words Indiana School Counseling (Jennifer Joseph @ Eastern Lake and Porter Counties)

3 Types of Resumes

Functional
This style resume became popular in the 1970's and 1980's but is still viewed skeptically by some employers. The functional resume format summarizes your professional "functions" or experience and avoids or minimizes your employment history. Keep this in mind: since employers are used to seeing chronological resumes, make sure you have a definite reason for selecting a functional resume format. This format is often used in the following instances:

"Older workers", since it minimizes dates. "Career changers", since it outlines transferable work skills. Recent graduates who don't have a lot of professional experience in their field, but DO have relevant coursework or training. "Returning employees" after an absence from the workforce, since it minimizes dates. OR You want to emphasize skills you have that haven't been used in recent work experiences.

Combination The combination resume utilizes the best components of the chronological and functional styles. More recently, the combination resume has included accomplishments under each position or function, rather than simply outlining duties and responsibilities. This style allows for flexibility in designing a resume. Again, since employers are used to a chronological format, consider this style when:

Each position you held involved a different job description. You have held internships or volunteer positions that directly relate to field of interest. Chronological

This is the traditional style resume that lists your professional experience chronologically, starting with your most recent position. The majority of resumes are written in this format, and this is also the format most employers are accustomed to seeing. This style is particularly effective in the following cases:

You have professional experience in the field of interest. You can demonstrate measurable results from their work activities - for example, "Marketed departmental events, resulting in 50% increase in attendance." You've held impressive job titles, and/or have worked for big-name employers.

Chronological

Your name
{Street Address, City, St Zip Code} {Phone Number} {E-mail address}

Objective Experience

{Describe your career goal or ideal job}

{ Job Title}

[Dates of Employment] [Company name], [City,ST] [Job responsibilities/achievement] [Job responsibilities/achievement] [Job responsibilities/achievement]
{ Job Title}

[Dates of Employment] [Company name], [City,ST] [Job responsibilities/achievement] [Job responsibilities/achievement] [Job responsibilities/achievement]
{ Job Title}

[Dates of Employment] [Company name], [City,ST] [Job responsibilities/achievement] [Job responsibilities/achievement] [Job responsibilities/achievement] Education [School Name], [City, ST] [Dates of attendance] [Degree Obtained] [Special award/accomplishment or degree minor] [Briefly list interests that may pertain to the type of job you want] References available upon request

Interests References

Combination Your name

Street address City, state, zip Telephone number Fax number Email address

OBJECTIVE_________________________________________________________________________________________ Your career/ job search objective / the job youre applying for SKILLS_____________________________________________________________________________________________ - skills number 1 - skills number 2 - skills number 3 - skills number 4 EXPERIENCE_______________________________________________________________________________________ Current employer title since Current - duty number 1 - duty number 2 - duty number 3 past employer title since Current - duty number 1 - duty number 2 - duty number 3 past employer title since Current - duty number 1 - duty number 2 - duty number 3 location

location

location

EDUCATION________________________________________________________________________________________ University #1 location - college of specialty - Awarded what degree, when - Additional classes in subject 1, subject 2, subject 3, subject 4, subject 5 - Graduating GPA: your gpa / scale University #2 location - college of specialty - Awarded what degree, when - Additional classes in subject 1, subject 2, subject 3, subject 4, subject 5 - Graduating GPA: your gpa / scale ACHIEVEMENTS___________________________________________________________________________________ - language skills - computer skills

Functional
Name
Address Phone

Objective
[To obtain a (name of position) with (company name)]

Experience
[Date] Present [Title] [company name] [location] Description of job duties and experiences [Date] to [Date] [Title] [company name] [location] Description of job duties and experiences [Date] to [Date] [Title] [company name] [location] Description of job duties and experiences

Education
[Degree obtained, School attended, year obtained] [Degree obtained, School attended, year obtained]

References

Available upon request

Words/Phrases for More Effective Resumes

active ambitious energetic logical practical respected systematic adaptable analytical dependable enthusiastic loyal realistic self-reliant tactful aggressive conscientious disciplined forceful methodical reliable sincere will travel alert constructive efficient imaginative objective resourceful sophisticated will relocate

Action/Descriptive Words
accelerated analyzed conducted delegated effected expanded implemented initiated maintained participated programmed reduced revamped set up strategy successfully worked actively approved conferred demonstrated eliminated expedited improved interpreted managed performed proposed reinforced reviewed significantly streamlined supervised adapted completed coordinated developed established generated increased launched organized pinpointed provided reorganized revised simplified strengthened supported administered conceived created directed evaluated guided influenced led originated planned recommended responsible scheduled solved structured trained

Words/Phrases for More Effective Resumes

active ambitious energetic logical practical respected systematic adaptable analytical dependable enthusiastic loyal realistic self-reliant tactful aggressive conscientious disciplined forceful methodical reliable sincere will travel alert constructive efficient imaginative objective resourceful sophisticated will relocate

Action/Descriptive Words
accelerated analyzed conducted delegated effected expanded implemented initiated maintained participated programmed reduced revamped set up strategy successfully worked actively approved conferred demonstrated eliminated expedited improved interpreted managed performed proposed reinforced reviewed significantly streamlined supervised adapted completed coordinated developed established generated increased launched organized pinpointed provided reorganized revised simplified strengthened supported administered conceived created directed evaluated guided influenced led originated planned recommended responsible scheduled solved structured trained

WHAT CAN I DO WITH A MAJOR?

GRADE LEVEL(S)

7th-12th CAREER DEVELOPMENT DOMAIN STANDARD A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Competency A:1: Develop Career Awareness C:A1.: develop skills to locate, evaluate and interpret career information 30 Minutes Computer room with internet access. Students will use the computer/internet to identify college majors. They will also be able to find the career paths that pertain to their major on the internet site. PART ONE: Explain to students what a college major is and how to choose one of interest to them. Introduce the purpose of todays activity to help students identify a major of their choice and what careers are available to them in their specific major. Make them aware that they are not limited to one career because of their major. They may also select more than one major. PART TWO: Ask students to go onto the computer and gain access to the internet. Have students type in the internet address: www.uncwil.edu/stuaff/career/Majors/ This will put them at the page where they need to start.

STANDARD/DOMAIN COMPETENCY/INDICATOR

TIME REQUIRED MATERIALS NEEDED ACTIVITY SUMMARY

PROCEDURE

PART THREE: Have students select a major. They then need to page down and look at all the related career fields. They may also look at related major skills and websites to further their search. There are career planning and information websites they may look at on this site also. PART FOUR: career Ask students to take notes and write down the majors and related in their field. Also ask students to write the web address for later use. PART FIVE: ASK STUDENTS TO WRITE DOWN THEIR MAJOR AND CAREER AND PLACE IT IN BEHIND THE ACADEMIC DEVELOPMENT TAB OF THEIR GUIDANCE PORTFOLIO. DATA ASSESSMENT: 100% of the junior class will receive this lesson plan during their study hall periods. PERCEPTION DATA: 100% of students will research majors at their computers. RESULTS DATA: 100% will submit their majors to me afterward to give to their counselors. 80% will follow up with counselors that month regarding their research. 80% of students will demonstrate master of indicator #1 by successfully identifying their major.

EVALUATION: How will you know what percentage of the students have mastered the identified guidance indicators? CITATION(S)

You may include copyrighted materials www.uncil.edu/stuaff/career/Majors/ University of North Carolina at Wilmington Career in materials needed, but do not Services. reproduce copyrighted materials in your lesson plan. Non-copyrighted Indiana State (Kathy Brown @ Southwestern Indiana) materials should be included in your lesson plan and cited here.

CAREER DEVELOPMENT DOMAIN: ACADEMIC LESSON PLAN (IN CLASSROOM) Name of the lesson: Countdown to College

Target Population: All ninth grade students. The presentation will take place during Social Studies classes. Ages 12-14 (freshmen) Mixed gender, multiple ethnicities Materials: Computer access and projector (for Power Point accessibility) Objectives: The goal of this lesson is for students to understand the relationship between personal qualities, education, training and the world of work. By presenting middle school students with the facts regarding postsecondary education, the study habits that should be implemented in high school, and general academic tips, the message is that all students should not only graduate high school, but have the option and knowledge needed to attend a college or university. The presentation is collaborative with the students, whose participation is crucial. Through questions and exercises, we ask students to self-search during which, they are encouraged to think about their futures. Outcomes: Students will be able to: Understand the relationship between personal values and education Examine their personal goals and aspirations Learn basic college lingo (SAT, ACT, Bachelor Degree, Associate Degree) ASCA Standards: Career Development Domain Standard C: Students will understand the relationship between personal qualities, education, training and the world of work. C:C1: Acquire knowledge to achieve career goals C:C1.3: Identify personal preferences and interests influencing career choice and success Details: Introduce myself, and give a brief outline on the topic and why Im here to discuss college and careers.

 Begin the Power Point. This presentation is interactive, with the PowerPoint serving as a backdrop to the actual discussion. o 20/20 Activity: In this activity, I ask students to close their eyes and imagine their lives in 10 years. After counting down from 10, I ask students to share their goals/aspirations and where they will be in 10 years. During the PowerPoint, specifically slide 14, I detail the Holland theory and pass around the Holland handout. o Holland Theory activity: The different Holland Personality types are explained, and then a question is posed to the students, if you were at a party, what Personality Type would you like to talk with, and why? DESCRIPTION OF CONTENT: Slideshow. See attached PowerPoint. DATA ASSESSMENT: 100% of 9th grade Emerging Scholar Student will receive the 40 minute lesson plan in September. Teachers are welcome to be active in the conversation. PERCEPTION DATA: 100% of students will be quiet and observe the presentation. 70% of the class will participate in the discussions held during the presentation. RESULTS DATA: 75% will take some of the information given during the PowerPoint and apply it to their academic lives. 60% will follow up and research careers after the presentation. References: http://www.psu.edu/dus/students/Holland.pdf

ACADEMIC DEVELOPMENT DOMAIN: GROUP LESSON PLAN Name of the lesson: Organization and Time Management Target Population: 6 9TH grade students, all Emerging Scholars (honors) Ages 13-14 Mixed gender Mostly female, with Hispanic, African-American and Jamaican ethnicities Materials: Markers Dry erase markers Board paper for group rules 6-7 stress cubes Objectives: The goal of this lesson is to understand how organizational skills and time management contribute to overall student achievement and success Outcomes: Students will be able to Identify group rules and guidelines to follow when students are in group Establish and build rapport with their fellow peers Demonstrate knowledge of confidentiality and its limitations Inspect and classify ways of organizing their school assignments, classes, and each subject area through the use of planners and binders

Examine and recognize obstacles/distractions outside of school that prevent each student from being successful in school Find strategies to balance school, after-school activities, sports, hobbies, and so on

ASCA Standards: Academic Domain A:A2.2 demonstrate how effort and persistence positively affect learning Time Required: 40 minutes Instructions: 1) Refresh the group on the rules and confidentiality. 2) Briefly go over the topic and agenda. 3) Start with the Throwing Balls icebreaker. Have students sit in a circle. Explain that facilitators are going to throw a ball to each other. The ball will be thrown in a circle where each student will catch and throw the ball to the person next to them. After the ball goes around 1 time with 1 ball, have students throw the ball again in a circle the second time, but tell them that the facilitators want the process to go faster. See if the group can catch and throw with 2 balls, then start introducing more and more balls into the circle. It is important for student to throw the ball to the same person each time and that they cannot drop the ball. a. Discuss with students the following questions: Was this activity easier with one ball or with more than one? Why? How did you have to change your strategy when there was more than 1 ball thrown? Tell the students that when there are lots of balls being thrown, we have to concentrate on one thing at a time or we will miss a ball. b. Explain to the students that instead of watching everyone, we must watch the person who is throwing the ball to us and the person we are throwing it to. Ask students and elicit responses to the following questions: How does this activity of throwing balls relate to life? School? Classes? c. The purpose of this icebreaker is for students to understand that it can be difficult to balance everything out when there are so many things going on in their life. It can be stressful, but students must find strategies to cope and balance out their life 4) Next, the Organizers activity will entail little preparation before group starts. Write list 1 and 2 on the board and make sure to cover with a big piece of board paper. Uncover list 1 and read each item. Re-cover list 1. After 45 seconds, have students write as many words as they can remember. Uncover list 2 and do the same. Ask students which list they remembered more from and why. Ask students which list was easier to remember and elicit responses from students. Ask them how this applies to organization in class and school. 5) Conclusion and Most Powerful Learning Experience of the Group DATA ASSESSMENT: 100% of group will receive the 40 minute lesson plan in March. PERCEPTION DATA: 100% of students will participate in the Throwing Balls activity and 95% will participate in the Organizers activity. RESULTS DATA: 70% will begin to think about their time differently. 60% will begin to use a planner on a more regular basis.

REFERENCES: http://www.CESCaL.org

CAREER DEVELOPMENT DOMAIN: ACADEMIC LESSON PLAN (IN CLASSROOM) Name of the lesson: Countdown to College Target Population: All ninth grade students. The presentation will take place during Social Studies classes. Ages 12-14 (freshmen) Mixed gender, multiple ethnicities Materials: Computer access and projector (for Power Point accessibility) Objectives: The goal of this lesson is for students to understand the relationship between personal qualities, education, training and the world of work. By presenting middle school students with the facts regarding post-secondary education, the study habits that should be implemented in high school, and general academic tips, the message is that all students should not only graduate high school, but have the option and knowledge needed to attend a college or university. The presentation is collaborative with the students, whose participation is crucial. Through questions and exercises, we ask students to self-search during which, they are encouraged to think about their futures. Outcomes: Students will be able to: Understand the relationship between personal values and education Examine their personal goals and aspirations Learn basic college lingo (SAT, ACT, Bachelor Degree, Associate Degree) ASCA Standards: Career Development Domain Standard C: Students will understand the relationship between personal qualities, education, training and the world of work. C:C1: Acquire knowledge to achieve career goals C:C1.3: Identify personal preferences and interests influencing career choice and success Details: Introduce myself, and give a brief outline on the topic and why Im here to discuss college and careers. Begin the Power Point.

 This presentation is interactive, with the PowerPoint serving as a backdrop to the actual discussion. o 20/20 Activity: In this activity, I ask students to close their eyes and imagine their lives in 10 years. After counting down from 10, I ask students to share their goals/aspirations and where they will be in 10 years. During the PowerPoint, specifically slide 14, I detail the Holland theory and pass around the Holland handout. o Holland Theory activity: The different Holland Personality types are explained, and then a question is posed to the students, if you were at a party, what Personality Type would you like to talk with, and why? DESCRIPTION OF CONTENT: Slideshow. See attached PowerPoint. DATA ASSESSMENT: 100% of 9th grade Emerging Scholar Student will receive the 40 minute lesson plan in September. Teachers are welcome to be active in the conversation. PERCEPTION DATA: 100% of students will be quiet and observe the presentation. 70% of the class will participate in the discussions held during the presentation. RESULTS DATA: 75% will take some of the information given during the PowerPoint and apply it to their academic lives. 60% will follow up and research careers after the presentation. References: http://www.psu.edu/dus/students/Holland.pdf

PERSONAL SOCIAL DEVELOPMENTAL DOMAIN: INDIVIDUAL LESSON PLAN

Name of Lesson: Ducks Best Friends Target Population: One freshman student (Can also be modified and applied to a senior in high school who plans on living on a campus) Handout of Ducks Best Friends Pen

Materials:

Objectives: The goal of this lesson is to evaluate the effects and consequences of ones actions.

Outcomes: Students will be able to Reflect on whether or not they have been in a similar situation o If so, which character did they relate most to? Why? Be more sympathetic to others that might not fit in Understand people come in many shapes, sizes, personalities, and everyone has problems/their own issues going on that might not be obvious to everyone Standard B: Students will make decisions, set goals and take necessary action to achieve goals. Competency B1 Self Knowledge Application PS:B1:2 understand consequences of decisions and choices

ASCA Standards: Personal Social Domain

Details: 1. Distribute Ducks Story and have student read it outloud. 2. Say to the group: Scientists have studied friends and friendships y surveying many, many people. Here are some things they have learned: a. Most people dont suddenly decide to be friends. Friendships grow. b. Being able to share ideas and feelings is important between friends. c. Friends trust each other. People say friends are loyal and dont talk about each other in a bad way. d. Friends feel good being together and so often seek each other out. e. Real friends dont care what you wear, or whether you are good at soccer, etc.; they care about the kind of person you are. f. Separation doesnt end a friendship people can be apart for years and when reunited, still be friends.

g. People who have good friends are usually happier and healthier than people who do not have friends. h. The younger you are the more likely you are to be influenced by a friend. 3. Begin a conversation with the student. Some topics/questions are found below: a. Why is it hard for a single member of a group to go against the actions of the group? b. What is peer pressure? c. How can a person so what he or she believes is right and still have friends? d. Is it necessary to conform to be liked or popular? e. If a group you are with is doing something that you want no part of, how should you handle it? References: https://schoolcounselor.groupsite.com/file_cabinet Ducks Best Friends by Ann-Marie Drozd BANG! The classroom door hit hard against the wall. Books flew into the room and dropped to the floor. Then a teenager followed the books into the room. He fell to the floor, too, - with a thud! The seated students laughed. From the back of the room a voice called, Its Dan the Duck! Yeah, added another voice, Old duck-foot Dan has done it again! The face of the young man on the floor turned red. But he smiled and picked himself up. He knew the other kids liked to tease and joke around him. But he didnt mind. They are my friends, he told himself. At the end of the class the teenagers moved out into the hall. As one group walked along, they heard a voice behind them. Hey, gang. Wait up! Oh, no, said Rah. Lets have some fun with him. The group watched as Dan walked ducklike down the hall toward them. Hi, gang, Dan said after catching up. Thanks for waiting. Think nothing of it, Duck. We loved watching you fall in today, said Ray. Great show. Youre getting better and better. Dans face turned red. I know, he said. I lost my footing. Couldnt happen to a nicer boy, Karen added with a laugh. Say, have you ever thought of trying out for the swim team? Ducks do great in water. Dan smiled, I cant swim. A duck that cant swim! Said Karen. That made everyone laugh even louder. But Dan didnt mind the teasing. Friends always tease each other, he thought. You dont have to swim to be on the basketball team, Duck, said Ray. Why not try out for that?

Sure, Duck, added Jerry, we could use you. We need someone to go after runaway balls. My dog used to but he broke his leg. The group roared with laughter again. Dodo you all want to come over to my house? Dan asked. I have some great new records and lots of stuff to eat. My brother Jake is picking me up and Uhthanks, Duck said Jerry, looking for a way out. But Ray and I haveuhbasketball practice. And Karen and I said we would stay and watch, added Carla. Well, OKsure! OK! said Dan. See you Monday, gang. After Duck left, Ray turned to Carla. Dont you have to go right home, Carla? he asked. I do, but so what? Carla said. There is no basketball practice either. You were lying, too. Maybe you should have gone, Carla, Jerry teased. You could have gone in the car with Duck and Jake. You know that his brother is good-looking. Sure, said Carla. Ducks brother is all right! But who wants to be seen with a creep like Duck? Besides, said Karen, Duck would trip you before you got to the car door. The four laughed louder than ever. Later the four headed for Rays house. By the time they got there, they had forgotten about Duck. No one ever saw him on weekends. But when classes began the following Monday, Ray saw that Duck was not in his seat. Wheres Duck? Ray asked Jerry. Isnt it time for his act? Havent seen him yet, Jerry answered. But hell be here. I saw his brothers car parked outside of school. Duck will drop in any minute now, said Carla with a laugh. Watch the door, said Karen. The show is about to start. The classroom door did open. And a young man walked in. His arms were filled with books. Wow! Its Jake, Karen said to Carla. He is beautiful! For a while Jake and the teacher talked quietly. Then Jake turned to face the waiting class. Dan wont be Jake began. His voice cracked then stopped. Everyone could see the tears in his eyes. After a few seconds he began to talk again. Dan had this sickness, Jake said. He didnt want anyone to know to feel sorry for him. But I know all of you could tell. He had such a hard time walking. :But Dan always had good friends at this school. You, Carla and Ray and Jerry and you, Karen. He was always talking about all of you. He said you teased him a lot. But he knew you really liked him. So I just wanted to come here and thank you forunderstanding. Then Jake was gone. The room was quiet for a long time after Jake left. Ducks four friends sat looking at the floor. Their faces were bright red. Tears ran down their faces. Everyone knew. Everyone knew all about how Karen and Ray and Carla and Jerry had been DUCKS BEST FRIENDS.