Grade Level:   9, 10, 11, 12

Subject:  Vocational/Technical Skills, Language Arts, Social Studies

Learner Outcome: Students will be able to prepare and draft the components of a resume.

Duration of Lesson: Two or three 50 minute class periods.

Materials:  Internet Accessible Computers with Word for Windows Software.

Technology Tools/Courseware: Internet Accessible Computers with Word Processing Software.

Teacher Notes:

• The teacher must obtain a site license for the Bridges internet site. This can be accomplished through the county technology coordinator. (Check with your school's technology contact first. Your school may already have a site license.) There is a free trial for students and teachers that lasts one month.
• The teacher should be familiar with the Bridges internet site.
• The teacher must be computer literate and comfortable with teaching internet skills.
• The teacher needs to be confident in the students' ability to access and navigate the internet.  A solid tool for learning the internet is:  www.learntheinternet.com
• The teacher must ensure that all students have an (AUP) Acceptable Use Policy on file in order to have computer access. Consult with your school or county technology coordinator for details on the AUP.
• I always have the students Add to favorites any web site they visit they may wish to refer to during the lesson.  As a cleanup activity I will instruct them to delete their favorites at the conclusion of the unit or lesson as a courtesy to other classes.
• The teacher should ensure that a computer lab has been reserved for the class for the appropriate length of time. 

Procedure:

1. Have students open the web page http://cx.bridges.com on their computers. Also, the facilitator should open the page with the presentation device,
2. Have students select (click) the West Virginia button from the home page.
3. Students then select the Student button.
4. The bridges site will then require the student to enter the appropriate network
   password and user name.  The facilitator should provide this information via a blackboard, dry erase board etc. 
5. Students should choose the Search button from within the Bridges page.  Make sure the students do not select the Search button on the browser. 
6. Have students type resume in the dialog box then choose Find words and All then select Search. 
7. Several linked articles will appear.  Have students select and read the article "How to Write Your First Resume".  After reading the article, have the students type ten sentences on the skills they have, what they like to do, what they are good at and what tasks come easily for them. Use the Word for Windows software to accomplish this task.  Make sure students save their work. 
8. Students should then select the Resource button the left of the page. 
9. Allow students to freely browse the various resume links with prompting to them to discover some sample resumes. Note: Once again stress to students to use the buttons within the Bridges web page, not the browser buttons. 
10. Have the students open an additional browser window and perform a general search for "sample resumes". 
11. Students should browse through the various resume resources. 
12. As an aid, the facilitator should write these two sites on the board for students to investigate. http://jobsearchtech.about.com/careers/jobsearchtech/cs/resumesamples/index_2.htm
    http://jobstar.org/tools/resume/samples.htm 
13. Briefly explain/discuss the differences between chronological and functional resumes. 
14. Have students minimize all browser windows.  On the Windows desktop select Start then pull up the menu to select New office Document. Select the Other Documents tab then select the Resume Wizard icon. 
15. Word for Windows will launch the resume wizard which asks students to input personal information pertinent to their resume. 
16. The facilitator should create a fictitious teen profile to input for the purposes of the projection device for an example. 
17. To accommodate all students do not allow students to go on to the next step without prompting. 
18. Students should consult their ten typed sentences for ideas on hobbies, interests etc. 
19. Students should select contemporary then entry level  resume style.
    
    
    
    
20. Students will then enter their name, address and phone number.
    
     
    
    
21. Students will then be prompted to select the headings they desire for their resume.  Make sure that students check all applicable boxes for headings.  For example, many students have summer jobs and participate in extracurricular activities.
    
    
    
    
22. Upon the completion of the resume wizard, a traditional Word document will appear with student info inputted into a design template.
    
    
    
    
23. Students should be prompted to save their resume to disk immediately. 
24. Have the students input their individual data into the various header fields.  The facilitator should enter the fictitious character's data also. 
25. Upon completion of the data input, students should perform a visual and mechanical proofing of the resume. 
26. Have the Sudan's print a hard copy of their finished resume to be given to the facilitator along with the ten typed sentences for grading.

Modifications:

• For special needs students, the resume article on the Bridges site should be read orally.
• Be sure to point out to the students that they can follow your oral directions by watching the overhead projector or screen.
• The facilitator may need to aid special needs students with the spectrum of the general web searches.
• Due to lack of life experiences you may wish to enable students to create fictitious personal information in order to gain the concept of the resume.
• The facilitator may reduce the number of sentences required for the lesson for students with creativity and writing deficiencies.
• Go slow!

• Students may create a fictitious person then develop a resume for the person.
• Students may research the career of one of their famous heroes (sports figure, rock star etc.) then create a resume for that person.
• Have students create new resume templates using non-traditional fonts, colors and layout schemes.
• Have students create career resume templates for one of their chosen career paths.  An idea would be to add specific graphics and color schemes to a resume.

Asses the grammar and spelling of the ten sentences. Use this grading worksheet to assess the finished resume. Additionally, a rubric has been constructed to evaluate and assess students’ work.

West Virginia Instructional Goals and Objectives:

Process/Workplace Objective PW.45, PW.46.
English/Language Arts 9.39, 10.24, 10.39, 11.70, 11.71, 11.92, 11.97, 12.42.
Social Studies 11.55, 11.57

National Standards:

LifeWork Standards:
Uses various information sources, including those of a technical nature, to accomplish specific tasks.
Pursues specific jobs.
Makes general preparation for entering the work force.

References:

Bridges
Jobstar.org
About.com The Human Internet
Teach-nology.com  

 

Vickie Cutright                                     Rhonda Bolyard                                 Jerry Parsons