Teacher:
Mr. Brown
Content:
Career Development
6th A & B
Week of :
Day
December 1 & 2, 2014 Monday & Tuesday
Standard:
CTAE-FS-10
ELA8W2
Learners plan and manage academic-career plans and employment relations
The student produces technical writing (business correspondence: letters of application and letters of
recommendation, résumés, abstracts, user guides or manuals, web pages).
What Are we Learning Today? (Learning Intentions)




First introductions to resume and cover letter.
Create a professional resume’ and cover letter and list of
references.
Evaluate a job application
The do's and don'ts of a job interview
What I’m Looking For (Success Criteria)





Comprehend that a resume and cover letter are
their first introductions to a potential
employer.
. Evaluate sample resumes
Explain the importance of resumes, cover
letters, job applications and proper etiquette
during the job interview process
Discuss what items should be included on a
resume
Describe the formats of resumes and cover
letters
Warm-Up/ Do-Now (5-8 minutes)

What information should be included on a resume?
o 7 important parts
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Complete Career Presentation for absent students
Work Period (I do, we do, you do)
(30 minutes)
How to Make a Resume
 Show students the Building a Resume PowerPoint presentation.
o See attached supplementary files.
 Have students follow along using the Building a Resume — Guided Notes handout.
o See attached supplementary files.
Resume Evaluation Activity

Differentiation
Tier I- Core instruction
-All (100%) students – receive
core instruction.
-Whole group, small group, oneto one focus.
Tier II- Supplemental Intervention
-At-Risk, Struggling Students (2030%)
-May require specialize instruction
-Additional minutes of strategic
reading instructions
-Guided Notes for PowerPoint’s.
Tier III –Intensive Intervention
-Student with persistent
difficulties who are not responding
to Tier 1 and 2 (5-10%)
-Requires specialize instructions
-Use benchmark assessments and
progress monitoring weekly
-Additional minutes of strategic
reading instructions in small groups
-Guided notes for PowerPoint on
computer
-Pair struggling student
Closing (Summary)
(5 minutes)
Student answer question from the PPT.
Reflection – What will I do tomorrow?
Resume Unit continues
Teacher:
Mr. Brown
Content:
Career Development
6th A/B
Week of :
Day:
December 3 & 4, 2014 Wednesday & Thursday
Standard:
CTAE-FS-10
ELA8W2
Learners plan and manage academic-career plans and employment relations
The student produces technical writing (business correspondence: letters of application and letters of
recommendation, résumés, abstracts, user guides or manuals, web pages).
What Are we Learning Today? (Learning Intentions)




First introductions to resume and cover letter.
Create a professional resume’ and cover letter and list of
references.
Evaluate a job application
The do's and don'ts of a job interview
What I’m Looking For (Success Criteria)
.

Comprehend that a resume and cover letter are
their first introductions to a potential
employer.

Explain the importance of resumes, cover
letters, job applications and proper etiquette
during the job interview process
Discuss what items should be included on a
resume
Describe the formats of resumes and cover
letters


Warm-Up/ Do-Now (5-8 minutes)
Study for test/ Career Presentation from absent students
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Resume Battle ship study Guide
Work Period (I do, we do, you do)
(30 minutes)
Differentiation
Putting Your Resume Together
 Give each student a copy of the Resume Do’s and Don’ts and the Sample Resume handouts.
o See attached supplementary files
 Have students brainstorm about jobs in their pathway.
o Examples: Accountant, Teacher, Architect, Computer Technician, Construction Worker, Restaurant Chef, Nurse,
Sales Clerk, Public Relations Spokesperson, Scientist, Greenhouse Owner
 Using the information from this and the Building a Resume — Guided Notes handout, have students create a resume for
a job in their pathway.
Tier I- Core instruction
-All (100%) students – receive
core instruction.
-Whole group, small group, oneto one focus.
Tier II- Supplemental Intervention
-At-Risk, Struggling Students (2030%)
-May require specialize instruction
-Additional minutes of strategic
reading instructions
-Guided Notes for PowerPoint’s.
Closing (Summary)
(5 minutes)
Allow student to type completed resume’ on classroom computer
Students will begin to build Resume’ Outline
Resume Test – 30 minutes
Finish Resume Outline for computer lab
Reflection – What will I do tomorrow?
Students will go the computer lab to complete assignments
Tier III –Intensive Intervention
-Student with persistent
difficulties who are not responding
to Tier 1 and 2 (5-10%)
-Requires specialize instructions
-Use benchmark assessments and
progress monitoring weekly
-Additional minutes of strategic
reading instructions in small groups
-Guided notes for PowerPoint on
computer
-Pair struggling student
Teacher:
Mr. Brown
Content:
Career Development
6th A
Week of :
December 5, 2014
Day:
Friday
Standard:
CTAE-FS-10
ELA8W2
Learners plan and manage academic-career plans and employment relations
The student produces technical writing (business correspondence: letters of application and letters of
recommendation, résumés, abstracts, user guides or manuals, web pages).
What Are we Learning Today? (Learning Intentions)


First introductions to resume and cover letter.
Create a professional resume’ and cover letter and list of
references.
Evaluate a job application
The do's and don'ts of a job interview


What I’m Looking For (Success Criteria)

Comprehend that a resume and cover letter are
their first introductions to a potential
employer.

Explain the importance of resumes, cover
letters, job applications and proper etiquette
during the job interview process
Discuss what items should be included on a
resume
Describe the formats of resumes and cover
letters
.


Warm-Up/ Do-Now (5-8 minutes)
Can you submit a Resume with lime green paper? If not, what color should it be?
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Study notes for test
Work Period (I do, we do, you do)
(30 minutes)
Test – 20 minutes
I.
II.
Putting Your Resume Together
 Give each student a copy of the Resume Do’s and Don’ts and the Sample Resume handouts.
o See attached supplementary files
 We do: Teacher uses transparency to assist students with completing their Resume outline..
 You do: Students complete outline before going to the computer lab
 Using the information from this and the Building a Resume — Guided Notes handout, have students create a resume for
a job in their pathway.
Students will begin to build Resume’ Outline

Differentiation
Tier I- Core instruction
-All (100%) students – receive
core instruction.
-Whole group, small group, oneto one focus.
Tier II- Supplemental Intervention
-At-Risk, Struggling Students (2030%)
-May require specialize instruction
-Additional minutes of strategic
reading instructions
-Guided Notes for PowerPoint’s.
Tier III –Intensive Intervention
-Student with persistent
difficulties who are not responding
to Tier 1 and 2 (5-10%)
-Requires specialize instructions
-Use benchmark assessments and
progress monitoring weekly
-Additional minutes of strategic
reading instructions in small groups
-Guided notes for PowerPoint on
computer
-Pair struggling student
Closing (Summary)
(5 minutes)
Student’s place complete Resume Outline in blue box for ticket out the door.
Reflection – What will I do tomorrow?
Students will go the computer lab to complete assignments