Tawanrut Cheevaphantusri and Chelsea Pierson

Professor Kibler / CI: Ms. Wendling

EDIS 4882
24 November 2014
Context:
Course title: AP 12th
Length of lesson: 60 minutes
Students: Mostly White students with some Latino students and some Asian American students
Current Unit: Resume Writing
Lesson Title: Resume Writing
Lesson plan date: End of the Resume Unit (11/24/2014)
Course context: Teaching students how to write good resumes
Virginia Standards of Learning
12.7 The student will develop expository and informational writings.
b) Consider audience and purpose when planning for writing.
Common Core standards
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Objectives (KUD format):
Know:
1. Students will know the definition of a resume
2. Students will know why we write resumes
Understand:
3.
Students will understand that resumes help secure employment
Do:
1. Students will be able to write a resume
2. Students will be able to reflect on why resumes are important
Assessment
Diagnostic: Students will demonstrate what they already know by

Grouping students according to where they are in the writing process

o VSOL 12.7 b) KUD 1, KUD 3
Formative: Students will show their progress on today's objectives by

Working in small groups on revising and editing their lesson plans:

o VSOL 12.7b) KUD 1, KUD 2, KUD 3, KUD 4, KUD 5


Working in small groups to peer edit resumes
Summative: Students will ultimately be assessed (in a future lesson) on these standards
by

N/A in this mini-lesson due to time constraints; students will be required to turn in the
resume to Ms. Wendling by 5 p.m. on the same day as the lesson
Materials Needed:

Whiteboard

Dry-Erase Markers

Projector/Smart Board

Laptop with this photo queued:

Writing utensils for students

Blank Paper for students to write on / journals

Progress questionnaires

Checklist

(Instructional Steps) Procedure

As Ms. Wendling has already established her classroom setting, the desks will be grouped into a
series of four-five desks in rows, as per usual.
I. Welcome/ greeting/ announcements/ homework (1 Minute)
Hi, guys. So, youve probably noticed my partner, Ms. Chee and myself creeping around the
room for the past few months. Were in the teaching program at the University of Virginia, and
we were assigned to your class. So, before we get started with our resume writing, we just
wanted to thank you and Ms. W for allowing us to be a part of your class this year and for letting
us help teach the lesson today.
II. Hook/ bridge/ opening to lesson (1 minute)
Tell students about why resumes are important and why students should know how to write them
properly.
III. Instructional steps (60 minutes)
Step 1: Evaluate where students are in the process (5 minutes)
My Partner and I will ask the students to fill out a quick questionnaire to see how to group them
in accordance to where they are in the process.

Step 2: Briefly going over Checklist

My partner and I will provide checklists for the students resumes. We will go over the essentials
for a resume before breaking up into workshop groups.
Step 3: Small Group Workshops (25 minutes)
Grouping will be determined by their progress/which area they need help. We will help them
organize their resumes in accordance to one of the following ways: chronological and thematic.
We will then ensure all students have met the required rubric specifications
Step 3: Small Group Peer Editing (20 minutes)
Students will check one anothers resumes for alignment to the rubric.
Step 4: Closing (10 minutes)
Students will write a one paragraph explanation of how the workshop went, where they are in the
process, and what they have learned.

RESUME CHECKLIST
Name
Address/Phone #
Email (professional one)
Clear header
Short bullets
No repetition
Within one page
Education section first
-

highest degree first + year of graduation

GPA if comfortable

Achievements
-

Certifications, clubs, sports team

Pick relevant ones

Put newest ones first

Work experience (if you have any)

Use active verbs
Grammar check