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Resume Writing for Teens 9-12

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Resume Writing for High School Students

Developing Content for Your Resume. Teacher Resources by Grade. Your students can save their work with Student Interactives. Student Objectives Lesson 1: What is a Resume? Developing Content for Your Resume Lesson 3: Defining Audience and Purpose Lesson 4: Using Resume Builder Lesson 5: Peer Review Lesson 6: What is a Cover Letter? Developing Your Cover Letter Lesson 8: Introduce students to resumes as a genre of writing: Discuss how this is different from academic genres in that it serves a different purpose and is intended for a different audience.

In short, it is a type of writing by an author who is trying to get something. As a result, it is an extremely persuasive style of writing. Prepare students to understand the purpose of a resume, including its F unction, F orm, and e F fectiveness the 3 Fs.

Take an informal poll of the class, asking who has heard of a resume before this class, who has seen one, and who has one of their own.

Based on the results, you may ask students to share their experiences to add to the conversation. Distribute the printout The 3 Fs of Resume Writing.

Discuss each part, and have students take notes. The function of a resume is to inform the audience about you in order to accomplish something. This might include getting a job, getting into college, winning a scholarship, or being selected for an internship. There are many reasons to show people your resume. Resumes need to look a certain way. This is considered their form.

People who read resumes expect them to include specific information, such as your name, address, contact information, education, past jobs, volunteer experience, and special skills. If a resume does not look like a traditional resume, the reader may be confused and think the writer is not educated about writing proper resumes. For a resume to be effective, it must demonstrate your knowledge of both function and form.

An effective resume - Has a clear purpose that shows why you are writing it - Is visually appropriate and appealing, or easy to read - Includes all the necessary information about the writer - Is grammatically correct with no errors in punctuation or spelling Share copies of the resume printout.

You might begin discussing these by putting students into small groups first to review. Tell them to identify what they see as the 3 Fs: Function, Form, and e Ffectiveness.

Return together as a class, and discuss each F and how students determined what it was. Discuss the two types of resume: The best thing about these people is their customer service that did not let me down at all, even though I have been pestering them every few hours even late in the night.

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One of the things we value is your money and would never compromise on it so we guarantee you that we will only provide you with the finest work possible. When a student starts his search for a cheap reliable essay writing service, his main concern is that the people running the essay writing service know what they are doing. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.

This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true.

Tell students they may refer to their notes to tell which statement is the fib. Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself.

Mitzi Geffen Circular Fact or Fib? Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom. There will be quite a bit of space between students. The other group of students forms a circle inside the first circle; each student faces one of the students in the first group. Give the facing pairs of students two minutes to share their second oral "biographies.

After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle. Students in the outer circle remain stationary throughout the activity. When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class.

The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem. Tell students they must include words that tell something about themselves -- for example, something they like to do or a personality or physical trait.

Invite students to share their poems with the class. This activity is a fun one that enables you to learn how your students view themselves. Allow older students to use a dictionary or thesaurus.

Bill Laubenberg Another Poetic Introduction. Ask students to use the form below to create poems that describe them. This activity lends itself to being done at the beginning of the school year and again at the end of the year. You and your students will have fun comparing their responses and seeing how the students and the responses have changed. Contributor Unknown Food for Thought To get to know students and to help them get to know one another, have each student state his or her name and a favorite food that begins with the same first letter as the name.

Watch out -- it gets tricky for the last person who has to recite all the names and foods! Send students into the school hallways or schoolyard, and ask each to find something that "is completely the opposite of yourself.

To widen the area to be explored, provide this activity as homework on the first night of school. When students bring their items back to class, ask each to describe why the item is not like him or her. But you might also get some clever responses, such as the one from a young man who brought in the flip-top from a discarded can; he talked about its decaying outward appearance and its inability to serve a purpose without being manipulated by some other force and how he was able to serve a purpose on his own.

Joy Ross Personal Boxes In this activity, each student selects a container of a reasonable size that represents some aspect of his or her personality or personal interests, such as a football helmet or a saucepan. Ask students to fill that object with other items that represent themselves -- for example, family photos, CDs, dirty socks, a ballet shoe -- and bring their containers back to school. Students can use the objects in the containers as props for three-minute presentations about themselves.

As each student gives a presentation, you might write a brief thank-you note that mentions something specific about the presentation so that each student can take home a special note to share with parents.

It might take a few days to give every student the opportunity to share. Getting to Know One Another Volume 2: My Classmates and Me Volume 4: Activities for the First Day of School Volume Back-to-School Activities Volume 5: Be sure to see our tips for using Every-Day Edits in your classroom.

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Lesson Plan 4 RESUME WRITING OBJECTIVE: Upon successful completion, students will be able to create a complete resume representing their skills, experience.

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buy resume for writing lesson plans. In this lesson, we will explore the persuasive appeals of the rhetorical triangle, including logos, pathos, and ethos.

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Customize the resume for the purpose – a job resume is going to be different from a resume for a college application. Check, check and double check and then have someone else proof it Create a worksheet or some questions that include things teens can put on a resume. Writing a Good Resume: Student Critique and Practice Exercise Resume writing is an important life skill in today's fast-changing workplace. Where prior generations had one or two steady jobs in their lifetime, today’s workers can expect to have six to .