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)
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…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
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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.
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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.
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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.
V. Grade résumés per rubric
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
Intrapersonal
Interpersonal
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
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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)
Copyright © Texas Education Agency, 2012. All rights reserved.
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.
Copyright © Texas Education Agency, 2012. All rights reserved.
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.
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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.
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Résumé Project:
A great resource website for this is http://quintcareers.com/index.html
A Résumé Checklist
Layout & Appearance
Yes
No
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
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?
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Your Guide to Résumé Writing: Action Words
Use action words to describe your experience and accomplishments. Here are some actions words to use:
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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
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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
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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.
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Appreciative
Emotional Stable
Patient
Likeable
Cheerful
Devoted
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Considerate
Well Groomed
Friendly
Loyal
Modest
Courteous
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Helpful
Pleasant
Cooperative
Hard Working
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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.
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Independent
Ambitious
Effective
Initiating
Perceptive
Orderly
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Efficient
Adaptable
Accurate
Conscientious
Persevering
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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
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Reliable
Honest
Careful
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Punctual
Timely
Work Ethics Employers Want
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#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.
2.
3.
4.
5.
6.
7.
8.
9.
Communication skills
Strong work ethic
Teamwork skills (works well with others)
Initiative
Analytical skills
Computer skills
Flexibility/adaptability
Interpersonal skills (relates well to others)
Problem-solving skills
10. Technical skills
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Résumé Rubric
CRITERIA
Format/
Layout
Style
Content
Grammar/
Vocabulary
Mechanics
Spelling/ Punctuation/
Capitalization
20-14
15 -11
10-6
5-0
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.
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.
No consistency in fonts. A wide
The fonts are consistent and Fonts are not used consistently,
easy to read. Font size varies varying in style and size and making variety of fonts, styles and point sizes
was used.
appropriately for headings and the text difficult to read.
text.
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.)
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.
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.
There are no errors in spelling,
There are 1-3 errors in
punctuation, or capitalization in the spelling, punctuation, or
résumé.
capitalization in the résumé.
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TOTAL
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