Commercial Photography
Creating a Resume
Arts, A/V Technology & Communications
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will be able to create a basic resume that communicates
their knowledge, skills, and experiences in photography.
Specific Objective
 Students will be able to define the terms: resume and cover letter
 Students will be able to identify the uses of a resume and cover letter
 Students will be able to identify the benefits of creating and maintaining a resume
 Students will be able to select a resume style that is appropriate
 Students will be able to determine what should be included within the resume
 Students will be able to create a basic resume that accurately reflects their accomplishments
Terms
Resume
Cover letter
Portfolio
Time
When taught as written, this lesson should take two 90-minute class periods
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.
130.91. (c) Knowledge and Skills
1) The student applies academic knowledge and skills in commercial photography. The student is
expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content, technical
concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents;
and composing and editing copy for a variety of written documents such as brochures; and
2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and style;
(B) organize oral and written information;
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4) The student applies information technology applications. The student is expected to use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet or database
applications for commercial photography projects.
9) The student develops employability characteristics. The student is expected to:
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable
(C) demonstrate skills related to seeking employment to find and obtain a desired job
10) The student develops an increasing understanding of commercial photography. The student is
expected to employ planning and time-management skills to complete work tasks.
Interdisciplinary Correlations:
English-English I
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Photographers
O*Net Number: 27-4021.00
Reported Job Titles: Photographer, Photojournalist, Newspaper Photographer, Advertising Photographer,
Photo Editor, Sports Photographer, Studio Photographer
Tasks:







Take pictures of individuals, families, and small groups, either in studio or on location
Adjust apertures, shutter speeds, and camera focus based on a combination of factors such as
lighting, field depth, subject motion, film type, and film speed
Use traditional or digital cameras, along with a variety of equipment such as tripods, filters, and
flash attachments
Create artificial light, using flashes and reflectors
Determine desired images and picture composition, selecting and adjusting subjects, equipment,
and lighting to achieve desired effects
Review sets of photographs to select the best work
Manipulate and enhance digital images to create desired effects, using computers and specialized
software
Soft Skills: Active Listening, Speaking, Social Perceptiveness, Critical Thinking, Instructing, Judgment and
Decision Making, Monitoring, Operations Analysis, Reading Comprehension
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology, website links, and various resume styles
 Have materials and websites ready to go prior to the start of the lesson.
 Create/provide examples of resumes for students to see prior to the lesson.
 Have students bring their completed portfolios to class.
References
 Conduct an online search for sample resumes for high school students
 Schultze, Q. J. & Bolles, R. N. (2012). Resume 101: A student and recent grad guide to crafting resumes
and cover letters that land jobs.
 McGrimmon, L. (2013). The resume writing guide: A step-by-step workbook for creating a winning
resume.
 http://www.prattlibrary.org/locations/jobcenter/?id=9084
 https://owl.english.purdue.edu/owl/resource/564/01/
Instructional Aids
 Instructor Computer/Projection Unit
 Lesson: Creating a Resume
 Slide presentation for classroom display – Creating a Resume
 Resume Rubric
 Resume Example
 Handout – Brainstorming Resume Worksheet
 Books and websites from Reference list
 Students’ completed portfolios
Introduction
ASK: What is a resume? Have you ever seen a resume or read a resume belonging to someone you knew?
What did you think about the resume you saw?
[Allow students to share experiences, observations, etc.]
SHOW: Examples of exemplar resumes (digital and hard copy).
SAY: A resume is a written document that contains a record or summary of your work experiences, your
educational background, and any particular skills or qualifications that you may have.
Before writing your resume, you should understand what you are writing, why you are writing it, what should
be included, and what you hope to accomplish by writing it.
With a little preparation, you can create a resume that will help you achieve your goal of landing a great job!
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Outline
MI
Outline
I.
What is a resume?
II.
Discuss purposes of a resume
III.
Go over the sections of a resume
and discuss what should and should
not be included
IV.
Gather information for your
resume and use active voice
Instructor Notes
Begin slide presentation
Slides 4 & 5
The teacher may choose to
show some examples of
resumes here.
Slides 6, 7, & 8 and
brainstorming worksheet
V.
Discuss formatting for resumes
and show examples
Slide 10 and example resume
VI.
Slide 11
Discuss tips on writing a resume
VII. Discuss ways to include
information from students’ portfolios
and the different types available
VIII. Students will complete a basic
resume
Slides 12 - 14
The teacher may choose to
show some examples of
portfolios here
The teacher may choose to
show the example resume again
while students work
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Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
Provide examples of a variety of different resumes for students to examine. Encourage students to explore the
resume websites that you have provided. Discuss the following:
 What are the purposes and uses of a resume?
 What is a cover letter and what is its purpose?
 Why is it important to choose an appropriate style for your resume?
 What should be included within the resume?
Have students use the Brainstorming handout to begin gathering information for their own resume.
Remind students to refer to their completed portfolios, and be sure to include a link to the portfolio in their
resume.
Independent Practice
 Students will refer to the sample provided to use as a model as they create their own resume.
 Students will choose an appropriate style and create a basic resume, based on their current skills,
interests, experience, and education.
Summary
Review
Have students complete their resumes and share them with the class. Allow time for questions and
comments.
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Evaluation
Informal Assessment
Any and all of the following can be used as informal assessments…
 Check for students being on-task throughout project
 Check for progress at the end of each class period
Formal Assessment
Any and all of the following can be used as formal assessments…
 Completion of the project according to the grading rubric given
 Evaluation of communication and writing skills
Enrichment
Extension
Have students create a cover letter (addressed to a fictitious company) to go along with their resume.
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RESUME BRAINSTORMING WORKSHEET
Name: ____________________________________________________________________________
Address: ____________________________________________________________________
Email Address and Phone Number: _______________________________________________
Objective: ___________________________________________________________________
____________________________________________________________________________
Work Experience:
Company: ______________________________________________________________________
I. Job Title/Dates: ________________________________________________________________
Duties:
a) ____________________________________________________
b) ____________________________________________________
Education:
Relevant coursework:
a) ____________________________________________________
b) ____________________________________________________
Relevant skills learned:
a) ____________________________________________________
b) ____________________________________________________
Student organizations related to this field:
a) ____________________________________________________
b) ____________________________________________________
Special awards:
a) ____________________________________________________
b) ____________________________________________________
Portfolio:
Include link for online access to your portfolio _________________
References: (Remember to ask permission to use someone as a reference)
Name: ________________________________________________
Address: ______________________________________________
Phone: _______________________________________________
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Resume Example
Devin Dozier
1234 Old Road Lane, Old Town, Texas, 76543
devindozier@email.com  123.456.7890
A highly talented and creative Photographer with a background in lighting, composition,
and photo editing
EDUCATION
Old Town High School, Old Town, Texas
Graduation Date 00/00/00
Concentration in Photojournalism and Yearbook
4.56 GPA  Class Rank 12/345 (Top 0.0%)
WORK EXPERIENCE

Drug Store Pharmacy Photo Center – Old Town, Texas
2013
o Photo Tech
 Provided photo support for customers, printed customer photos using
photo equipment, photographed customers for passport photos

Photos-R-US – Old Town Mall  Old Town, Texas
2010-2012
o Photography Assistant
 Provided support for setting up and composing pictures
 Worked desk for photo booth and set up client appointments
 Set up and tear down of lighting, backdrops, and photo equipment
VOLUNTEER WORK / ACTIVITIES

Old Town Church – Old Town, Texas
2009-Current
o Event Photographer
 Photographer for special church events for website and flyers
 Designs and prints flyers for church

City of Old Town – Old Town, Texas
2007-2009
o Trash Pickup Crew
 2 times a month, picked up trash in designated areas of the city
SKILLS
35mm and DSLR Cameras, Specific Photo Editing Software, Specific Graphic Design
Software, Lighting setup/teardown, Backdrop setup/teardown, Mac & PC
ACCOMPLISHMENTS




Freshman Photographer of the Year – OHS
Editor of Yearbook – OHS
Best Sports Photograph – Texas High School Photographers
Photo and Story highlighted in Old Town News Paper
PORTFOLIO
www.devinsportfolio.edu
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Devin Dozier
1234 Old Road Lane, Old Town, Texas, 76543
devindozier@email.com  123.456.7890
REFERENCES



Mr. Reference One
o Media Director - Old Town Church
456.789.1234
Mrs. Reference Two
o Owner – Photos-R-US
345.678.9123
Mr. Reference Three
o Manager – Drug Store Pharmacy

234.567.8912
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Resume Rubric
Criteria
Presentation
and Format
(20 points)
Job – Specific
/ Volunteer
Information
Resume
Content
Spelling &
Grammar
Completed
Portfolio
Comments:
Exceptional
Above Average
Below Average
Unacceptable
16-20 points
8-15 points
1-7 points
0 points
Presentation is
simple,
appealing, and
formatted
correctly
Presentation is
somewhat
effective,
formatting is not
consistent
Presentation is
complex and not
appealing,
formatting is
incorrect
No evidence
effectiveness in
presentation or
formatting
16-20 points
8-15 points
1-7 points
0 points
Duties and skills
are described
with action
words,
information is
complete,
professional
terminology is
used
1-2 duties and
skills not
complete,
information is
lacking, some
terminology is
used
3-4 duties and
skills not
complete,
information is
incomplete, no
terminology is
used
5-6 duties and
skills not
complete,
information is
missing, no job
descriptions
given
16-20 points
8-15 points
1-7 points
0 points
Heading,
objectives,
education,
experience,
skills and
portfolio are
listed and
complete
4-5 of content
areas are
complete and
listed
1-3 of content
areas are
complete and
listed
None of the
content areas are
complete or listed
16-20 points
8-15 points
1-7 points
0 points
No Spelling or
Grammar Errors
1-2 Spelling or
Grammar Errors
3-4 Spelling or
Grammar Errors
16-20 points
8-15 points
1-7 points
0 points
Excellent
portfolio, neat
and professional
in appearance,
easy to access
and view
Good portfolio.
Very few issues,
little assistance is
needed to view or
access
Fair portfolio.
Several issues
and difficult to
view and access
Portfolio is
unprofessional,
not accessible or
attached to
resume
5-6 Spelling or
Grammar Errors
TOTAL
POINTS:
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10
Points