WEEK FOUR DAY
ONE
Subject
Matter/Life Skill Area: Job
Readiness
Learning
Level/Prerequisite Skills:
9th Grade reading and math levels
Lesson
Length: Two
hours
Instruction
Type:
Individual/Lecture
Overview
and Rationale:
This lesson is designed to serve as a guide for
resume and cover letter writing. It
will provide professional tips and techniques to enhance job-seeking skills.
Also, this lesson is the first step to begin the formal application
procedure.
Learning
Objectives / Skills:
At the completion of this lesson, students will be
able to design and produce a resume and cover letter. Students will learn what
information is important to include in a resume and cover letter. Also, students
should be able to describe the three types of resumes most commonly used.
Skills:
Written Communication, Critical Thinking
Materials / Equipment Needed:
Handout:
Three Resume Styles, Sample Resumes, Verbs
Used in Resume Writing, Resume Tips (a set for each student)
Resume
books from the library, Employment Commission, Library Connection
Paper,
Pencil and Pen
Overhead
Projector (optional)
Transparencies
(optional)
Video
on Resume Writing, if available
How
to Prepare:
Introduction
/ Warm Up / Review:
Introduce the lesson by discussing the following
questions: What is a Resume? What is a Cover Letter? How do you identify what job needs a resume?
What other documents might be appropriate to obtain employment? (Other
than ID, Birth Certificate and Social Security Card)
Why do you need a Resume and a Cover Letter?
If available, a video presentation on writing resumes
could be shown at this time.
Presentation of Lesson:
Pass out the handout (Three Resume Styles) and discuss the three types of resumes.
Distribute a variety of resumes and have students review and answer the
following questions: What information can you gather about this person based on
his or her resume? List job skills.
Is the work experience stable? What
was this person’s last place of employment and how long was he/she employed?
How many references are listed? Explain the Basic components of a Resume.
(such as: objective, education, work experience and references)
Practice
/ Activity:
Distribute and discuss handout on resume tips. What
information should be included and what style is most appropriate for them and
why? (For example: Chronological, Functional and Combination Resumes)
Distribute handout on verbs. Emphasize the use of
action verbs and give some examples (Designed and sewed draperies). Ask students
to give examples of action verbs. Have students read through the handout and
clarify any verbs that are unclear. Have students highlight action verbs on the
first handout.
Application
/ Transfer:
Distribute the literature and ask students to locate
the various styles of resumes. They should make notes on their findings. Allow
students 45-60 minutes to browse the literature. Students should be encouraged
to photocopy any designs that are appropriate for their work experience.
Reflection
by Teacher:
Students will have gotten an overview of the Resume
in this lesson. Students should begin to recognize that resumes are needed for
most jobs, and will be the first impression of you that an employer gets. A
well-written interview can get a job interview but a poorly written resume will
end up in the in trash.
Planning
for Next Lesson:
Tomorrow's lesson will continue to help students
understand the various types of resumes and will give students the opportunity
to complete a resume worksheet. Students should bring in all information
pertinent to completing a resume. They should have complete names, numbers, and
addresses of: workplaces, references, schools, volunteer experience, or other
information needed to begin resume writing.
WEEK FOUR DAY TWO
Lesson Title: Resume Worksheet
Subject Matter / Life Skill Area: Job Readiness
Learning Level / Prerequisite Skills: 9th
Grade reading and Math
Lesson
Length: Two
hours (but may take additional time)
Instruction
Type: Individual
Work
Overview
/Rationale:
Students will continue to work on resumes. This
lesson will give students the opportunity to complete a resume worksheet.
Learning
Objectives / Skills:
At the completion of this lesson, students will be
able to complete a resume worksheet in order to prepare to write their resume.
Skills:
Managing personal data, critical thinking, material and facilities, human
resources, understands systems, monitors and corrects performance
Materials
/ Equipment Needed:
Resume
reference material
Paper
and pencils
Handout:
Resume Worksheet, one for each student
How
to Prepare:
The instructor should review the resume worksheet and
be familiar with the three styles of resumes. The instructor should also bring
in resume reference material and be familiar with the material.
Introduction
/ Warm Up / Review:
Review the previous day's activities with resumes.
Insure that students have brought in the necessary personal data to complete a
resume. Ask students to recall what information is included in a resume and
write the student responses on the board.
Presentation
of Lesson:
Have students place reference material in a
convenient place where they can have access to it as they work on their resume
worksheets. Review any of the materials if necessary.
Practice
/ Activity:
Pass out the resume worksheet and ask various
students to identify the different sections of the resume worksheet. Answer
questions students might have. Students should use a pencil so that they can
change and edit information as needed.
Have students begin filling out the resume worksheet.
They will be matching different sections with the personal data that they have
brought in. Encourage them to use resume verbs and keep in mind the resume tips
they have learned thus far.
Application
/ Transfer:
As students work on their resume worksheets, lend
assistance when necessary. If several students have finished, they can exchange
resume worksheets for editing.
Reflection
by Teacher:
This activity can stretch out over several class
periods. It is a time-consuming process and students may not have had any
experience in producing a resume previous to this course.
Planning
for Next Lesson:
Edit student's resumes so that they can continue to
work toward a finished product. Make sure that students type their resumes using
the worksheet and the style of resume they have chosen. Continue the resume
writing class for the next several class periods until students have produced a
usable resume.
NOTE:
Students will work on resumes on Thursday and Friday.
JOB READINESS
WEEK FOUR DAY THREE
Lesson Title: Field Trip via Public
Transportation
Subject Matter / Life Skill Area: Job Readiness
Learning Level / Prerequisite Skills: 9th
Grade reading and Math
Lesson
Length: Five
Hours
Instruction
Type: Group
Activity with some pair work
Overview
/Rationale:
The purpose of this daylong activity is to better
acquaint students with the concepts involved in time management that pertain to
the world of work. Students will need to know how transportation time to and
from work impacts their day. Students will also have the opportunity to utilize
public transportation, read maps, and budget for lunch.
Learning
Objectives / Skills:
At the completion of this lesson, the student will be
able to set and prioritize time effectively when accessing public
transportation. Students will be able to organize, plan, and use public
transportation by reading time schedules and maps. Students will be responsible
for selecting a lunch location, estimate the cost of the meal, including tax and
tip prior to purchase, and then purchase the meal.
Skills:
Managing time, planning, organization techniques, critical thinking,
material and facilities, understands systems, monitors and corrects performance
Material/Equipment
Needed:
Flip
Chart and markers
Color
dots with Adhesive Backs (or other stickers)
Paper
and Pencil
A
watch for each student
Public
Transportation time schedules
Maps
Transportation
to and from Start Point
Lunch
Money
Handout:
Acquire a menu from the location in which you plan to visit
Day
Trip accessories: Cameras, backpacks, etc.
The instructor should begin by planning the trip and
the itinerary for the fieldtrip. It might be helpful to actually carry out the
plan before the trip to become aware of the actual time and any other criteria
that should be considered. Have enough handouts of the public transportation
time schedule, maps, route and destination. Be prepared to help students access
information from the materials.
Introduction
/Warm Up / Review:
Meet
students in the classroom for briefing and an overview of the activity. Outline
the day's itinerary. The itinerary will be up to the individual instructor and
area, but will look something like this:
ITINERARY
1.
Meet in
the Classroom for Briefing
2.
Drive to
Start Point
3.
Take
Public Transportation to Destination
4.
Explore
Destination ( a museum or other activity relevant to the course)
5.
Have
Lunch
6.
Take
Public Transportation to Start Point
7.
Meet in
the Classroom for De-briefing
Introduce the topic of transportation to and from
work and its relationship to time management, the world of work, and personal
decisions we face in the daily lifecourse. Ask students how each of them travels
to class. Chart their responses by using colored dots on the flip chart graph.
| Student 1 | ||||||
| Student 2 | ||||||
| Student 3 | ||||||
| Student 4 | ||||||
| Student 5 | ||||||
Student 6 |
||||||
| Student 7 | ||||||
| Student 8 | ||||||
| Student 9 | ||||||
| Student 10 | ||||||
| Walk | Bus | Metro | Drive | Carpool | Other |
Presentation
of Lesson:
Distribute the maps and transportation schedules.
Have students plot out the route for the field trip today. Students can use
markers to indicate the route while the instructor walks through the route with
students. Have students estimate the time and distance for the route. Repeat the
process for the return trip.
If a museum is on the itinerary, describe what
students will find there and add the stopover, as well as lunch to the
timeframe.
Practice
/ Activity:
Divide students into buddy
traveling pairs. The class will adhere to the same route and access the same
public transportation, but students can keep track of their partners and help
each other follow time management skills learned previously. Remind all students
of the time line listed on the board! They need to follow the time line
carefully and adhere to the limits. Students should be noting arrival and
departure times as they follow the route. They will have to 'budget' their time
so as to be able to fit the day's activities into the allotted time.
Application /
Transfer:
Steps three to six on the
itinerary outline the application for this activity. Students will access public
transportation, read schedules, plan time effectively for all activities and
budget for lunch.
Students can select the lunch
location when they arrive at the destination, if there are an adequate amount of
choices within the budget. Students can use the menu worksheet to budget for
lunch.
Have students be responsible
for following the route home and arriving on time. The instructor should remain
a 'tourist' along on a 'tour'.
Students and teacher will
regroup for the debriefing after arriving back to the classroom. Facilitate a
discussion on the various skills learned throughout the day (time management,
map reading, reading schedules, following an itinerary, etc,).
Reflection by
Teacher:
How effective were students in
adhering to the time line? Were students able to follow the itinerary and arrive
at the destination? Did students plan effectively for lunch? Have students
thought about whether they will be accessing public transportation when they
take a job.
Planning
for Next Lesson:
Students can utilize today's
skills by extending the activity to include an outing planned for family or
friends. Return to working on resumes for the next class periods.