The student produces technical writing (business correspondence: letters of application and letters of recommendation, résumés, abstracts, user guides or manuals, web pages)


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NameThe student produces technical writing (business correspondence: letters of application and letters of recommendation, résumés, abstracts, user guides or manuals, web pages)
A typeDocumentation

Teacher:
Mr. Brown


Content:

Career Development
6
th A & B

Week of :

December 1 & 2, 2014

Day
Monday & Tuesday



Standard:

CTAE-FS-10 Learners plan and manage academic-career plans and employment relations

ELA8W2 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?

    • 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.

  • See attached supplementary files.

  • Have students follow along using the Building a Resume — Guided Notes handout.

  • See attached supplementary files.


Resume Evaluation Activity



Differentiation

Tier I- Core instruction

-All (100%) students – receive core instruction.

-Whole group, small group, one-to one focus.

Tier II- Supplemental Intervention

-At-Risk, Struggling Students (20-30%)

-May require specialize instruction

-Additional minutes of strategic reading instructions

-Guided Notes for PowerPoint’s.

Tier IIIIntensive 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
6
th A/B

Week of :

December 3 & 4, 2014

Day:
Wednesday & Thursday


Standard:

CTAE-FS-10 Learners plan and manage academic-career plans and employment relations

ELA8W2 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)

Putting Your Resume Together

  • Give each student a copy of the Resume Do’s and Don’ts and the Sample Resume handouts.

  • See attached supplementary files

  • Have students brainstorm about jobs in their pathway.

  • 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.



Differentiation

Tier I- Core instruction

-All (100%) students – receive core instruction.

-Whole group, small group, one-to one focus.

Tier II- Supplemental Intervention

-At-Risk, Struggling Students (20-30%)

-May require specialize instruction

-Additional minutes of strategic reading instructions

-Guided Notes for PowerPoint’s.

Tier IIIIntensive 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)

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


Teacher:
Mr. Brown


Content:

Career Development
6
th A

Week of :

December 5, 2014

Day:
Friday


Standard:

CTAE-FS-10 Learners plan and manage academic-career plans and employment relations

ELA8W2 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)



  1. Test – 20 minutes



Putting Your Resume Together

  • Give each student a copy of the Resume Do’s and Don’ts and the Sample Resume handouts.

  • 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, one-to one focus.

Tier II- Supplemental Intervention

-At-Risk, Struggling Students (20-30%)

-May require specialize instruction

-Additional minutes of strategic reading instructions

-Guided Notes for PowerPoint’s.

Tier IIIIntensive 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

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