Amanda Miller
Instructional Design Unit

Part I
Statement of Purpose
	A job preparedness unit is an essential unit for OWE/CBI students, as these junior and senior students are actively preparing to enter the workforce as part of the OWE program requirements.  The major problem or issue this unit addresses is the challenge of finding work during the current economic crisis.  On May 7, 2009, the Associated Press Article published the article “New Jobless Claims Unexpectedly Plunge to 601,000” where it is noted that while the numbers of jobs lost has decreased slightly, the unemployment rate still sets at 8.9%.   These numbers indicate a competitive job market.  Workers applying for jobs must be highly qualified and must know the traditional steps successful employees take to find a job. Many OWE students who come from homes with low socio-economic status are unaware of the hidden rules of applying for jobs.  This unit teaches students these “hidden rules” so they can be successful.  The 
									Miller I.D 2
sub-unit on creating resumes is useful in that it prepares students to create a resume, a document essential for finding a job.
	Specifically, this sub-unit that focuses around preparing a resume, will educate students on the importance of preparing/tailoring a resume for a 
specific job.  Students will gain knowledge about why preparing a resume is important, how to prepare a resume with confidence, and common pitfalls or proofreading errors found on resumes.  
	This curriculum and subunit is centered around the needs of the learner, and while the mini-unit is centered primarily around the constructivist model of teaching, some portions of the subunit are introduced through a traditional mode.   Many segments of constructivist modes can be found within the unit.  For example, the unit begins with the biggest idea, creating a resume, and moves into smaller components, such as subsections, audience and purpose, and proofreading.  In addition, the unit begins by assessing what the students already know about resumes and gauges what they want to learn.  The unit is mostly taught using hands-on techniques and allows students to discover their own 
												Miller I.D. 3
learning.  There are a variety of types of assessments and students have opportunities to learn in groups.  While there are many constructivist methods employed, there are also some traditional modes as well.  For example, there are times when the teacher reveals information to the students, rather than students finding all of the answers.  There is a certain amount of repetition that is involved within the unit, and some assessments involve testing methods that produced on correct answer.  In addition, the teacher is seen as an authority figure, and there are plenty of instances when students work alone (Chiarelott, 2006, p. 88).  
	The individual lessons within the mini-unit follow the basic plan, as outlined in Leigh Chiarelott’s book Curriculum in Context (2006).  This type of plan seemed most fitting for this mini-unit as the unit lasts for only four class periods of no more than 55 minutes.  In addition, each lesson allows for an introductory, developmental, and concluding activity, which seems most realistic for the distinct phases and goals within the unit (p.90).  In the context of each lesson, the information is introduced, students work with the information in context, and apply the information to the resumes they are creating in class.  Students are 
	Miller I.D. 4
provided information and the utilize the skills while creating a document that will immediately be used to find jobs, so there is an instant relationship to their own lives.    
	This unit is also designed contextually as it consistently analyzes and meets the needs of the learners and is designed to help them attain social and economic success in the workforce. This mini- unit will help students achieve their maximum social success.  To help students reach their maximum social success, this unit will provide the following benefits: it will provide students with opportunities to improve their verbal communication and writing skills and will also emphasize working in a group situation to reach a common goal In addition, the mini-unit reinforces successful habits of employees, which includes effective communication skills and leadership skills. Finally,  students will gain a better understanding of how to land a better-paying job simply by having a resume.

Part II  Sub Unit Outcomes

Sub-Unit Three:  Applying for a job
•	Student will apply basic communication skills in communicating orally, in writing, or via computer (Application)
•	Student will select valid and reliable references  (Analysis)
Miller I.D. 5
•	Student will consider topic in relation to audience and purpose (Evaluation)
•	Student will develop job-getting tools, including resumes, letters of application, etc.  (Synthesis)
•	Student will identify an awareness of employer expectations for a resume (Knowledge)
•	Student will exhibit desirable personal and professional attitudes and behaviors (Application)
•	Student will demonstrate effective interpersonal relationships in working with others of different background (Application)
•	Student will proofread document to improve conventions (Application)
•	Student will use correct spelling, capitalization, and grammar (Application).

Miller I.D. 6
Part  III  Pre-Assessment

Name_____________________________
Ms. Miller
CBI
Date_____________________________
				K-W-H-L Chart
Before we begin learning about and creating our own resumes, I need to gauge how much you already know about resumes.  Please fill in chart below.  Don’t stress about what you don’t know, jot down brief notes on what you DO know.  If you find you don’t have a lot of background knowledge on resumes, then COOL!!!  You will learn a lot in this unit.  At that end of the unit, we will fill in what we have learned!  

K
What do I KNOW about resumes?	W
What do I WANT to know about resumes?	H
HOW can I learn about resumes? (textbook, websites, Wikipedia, etc.)	L
What have I LEARNED about resumes?	

				

				

				

				

Miller I.D. 7
Part IV:  Lesson Plans
Day One

I.  Concept or Skill to be Learned:  content of rubric
II.  Lesson Objectives:  
•	Student will apply basic communication skills in communicating orally, in writing, or via computer
•	Student will develop job-getting tools, including resumes, letters of application, etc.
•	Student will identify an awareness of employer expectations for a resume
•	Student will  exhibit desirable personal and professional attitudes and behaviors
•	Student will  demonstrate effective interpersonal relationships in working with others of different backgrounds

III.  Procedures:
A  Introductory Activity:  
	1.  Resume Pre-Assessment:  Encourage students to brainstorm all they know about resumes, any information they may have from another class, parents or adults, classmates, etc.  (5 minutes)
	2.  Resume  Class Definition:  (Pull from K-W-L charts.)  We are going to take some quick notes.  Please open your binder to your “Notes” section, head a sheet of paper “Resume”, tag on a date.
Class Discussion:  Who can help us define what a resume is?  Create a working class definition based on various responses. (5 minutes max!)
Miller I.D. 8
B.  Developmental Activity
	1.  Resume Components:   Keeping in mind the definition we just created,  write down 3-5 pieces of information you think an employer would want to see included on a resume.  5 minutes
	2.  Assign Groups:   Now we are going to share the information we have written down within groups.  We will number off, 1 to 3.  Assign groups spaces to work and allow students to find their groups.  (3 minutes)
	  3.  Group Think:  Share the information you think should be included on a resume with your classmates.  Each group needs to agree on 5-7 pieces of information they think an employer would want to see included on a resume.  Your group must reach a consensus.  Record your information on a transparency.  (10-13 minutes)
C.  Concluding Activity:  	
	1.  Groups share information, as a class we discuss.  2 minutes per group, max.  (15 minutes)  I will take notes, creating a master list, adding new categories as groups present.  
Miller I.D. 9
IV.    Assessment/Evaluation Strategy:  Exit Quiz  5 minutes
V.  Materials &Resources
	1.  K-W-H-L Chart  (Attached)
	2.  Student Binders
	3.  Transparencies and Markers
	4.  Exit Quiz  (Attached)

Miller I.D. 10
Name_____________________________
Ms. Miller
CBI
Date_____________________________
				K-W-H-L Chart
Before we begin learning about and creating our own resumes, I need to gauge how much you already know about resumes.  Please fill in chart below.  Don’t stress about what you don’t know, jot down brief notes on what you DO know.  If you find you don’t have a lot of background knowledge on resumes, then COOL!!!  You will learn a lot in this unit.  At that end of the unit, we will fill in what we have learned!  

K
What do I KNOW about resumes?	W
What do I WANT to know about resumes?	H
HOW can I learn about resumes? (textbook, websites, Wikipedia, etc.)	L
What have I LEARNED about resumes?	

				

				

				

				

				
Miller I.D. 11
Name__________________________			Date_________________

Exit Quiz							Total Points______/10
1.  Identify 4 pieces of information an employer would expect to see on a resume.  4pts.
1.	______________________________________________
2.	______________________________________________
3.	______________________________________________
4.	______________________________________________

2.  Rate how effectively you exhibited personal and professional attitudes and behaviors today in class.  3 pts.
Consistently			Proficiently			Emerging
        3				        2                                                1

3.  Rate how you demonstrated effective interpersonal relationships in working with others of different backgrounds today in class.  3pts.
Consistently			Proficiently			Emerging
        3				        2                                                1

I.  Skill to be Learned:  organization or resume groups, resume templates
II.  Learner Outcomes:  
•	Student will identify an awareness of employer expectations for a resume
•	Student will exhibit desirable personal and professional attitudes and behaviors
•	Student will select valid and reliable references
•	Student will consider topic in relation to audience and purpose
Miller I.D. 12
•	Student will develop job-getting tools, including resumes, letters of application, etc.
III.  Procedures
A.  Introductory Activity
	1.  State Lesson Objectives: reference board (1 minute)
	2.  Recall learning from yesterday,  (2 min)
	3.  Create Master List of resume contents,  using categories from group presentations.  We should eliminate categories we think an employer would not find necessary.   (10 minutes)  
	4.  Discuss criteria for references (5 minutes)  
B.  Developmental Activities
	1.   Resume Puzzle:  Pass out criteria for resume from yesterday and have students place pieces in order they think employers would hope to see.  (attached)  (5 minutes)
	2.  Discuss organization—order of importance—5 minutes  ***Preface that I will hand out format tomorrow.

Miller I.D. 13
	3.  View Resumes formats on Monster.com . Have address cut on slips of paper.   Print off one resume format you would like to utilize  (20 minutes)  
C.  Concluding Activity:  Share resume format you like with a partner, discussing what you like about the format.  (3 minutes)	
IV.  Evaluation
1.  Exit Quiz (attached)
Homework:  addresses: work/volunteer experience, schools, references.
V.  Materials & Resources
	1.  Objectives on front  board
	2.  Master list from yesterday
	3.  Transparencies and marker
	4.  Resume puzzle pieces:  copied, cut, ready to go
	5.   monster.com addresses
	6.  Exit quizzes

Miller I.D. 14

Name__________________________			Date_________________

Exit Quiz							Total Points______/10

Rate how effectively you exhibited personal and professional attitudes and behaviors today in class.  3 pts.
Consistently			Proficiently			Emerging
        3				        2                                                1

Resume Puzzle:

Name					Your complete home address, phone, email

Work/Volunteer Experience

Skills and Abilities			3 References with Addresses

Education				Awards and Certificates

Day Three:
I.  Skill to be Learned:  drafting resume, typing

Miller I.D. 15
II  Lesson Objectives:
•	 Student will apply basic communication skills in communicating orally, in writing, or via computer
•	Student will select valid and reliable references
•	Student will consider topic in relation to audience and purpose
•	Student will develop job-getting tools, including resumes, letters of application, etc.
•	Student will identify an awareness of employer expectations for a resume
•	Student will exhibit desirable personal and professional attitudes and behaviors
•	Student will use correct spelling, capitalization, and grammar.
III.  Procedures
A. Introductory Activity
	1.  State Lesson Objectives: reference board (1 minute)
	2.  Recall learning from yesterday,  (2 min)
	3.  Distribute Resume Format and allow students to fill in required information, school addresses, objectives, etc.  (10 min)  phone books are available for addresses.  
B.  Developmental Activity
	1.  To computer lab to type resumes (40 minutes)  
	2.  Print off draft of resume for evaluation points
Miller I.D. 16
C.  Culminating Activity:  discussion
	1.  Questions?  Challenges?
IV.  Evaluation:  typed draft.
V.  Materials:
	1.  Lesson Objectives on Board
	2.  Resume Format/Builder
	3.  Phone books

Resume Template
Your Name Here.  You decide on the font and size
Your complete address here:  street, city, state, zip

Your phone number here:  complete with area code

Your email here:  this is optional

Education:
Name of High School
Street address
City, State, Zip
Phone number	
Years attended (1987-1989)
Expected year of graduation

Miller I.D 17
Name of Middle School (optional)
Street address
City, State, Zip
Phone number
Years attended (1987-1989)

Work Experience/ Volunteer Experience
Name of Business 
Street address
City, State, Zip
Phone number
Dates Employed, month and years
Job duties—use action verbs!

Awards and Certificates:
•	Bullets or dashes for any relevant awards you have received
•	Make sure you list the date or the year you received the award
•	Awards can include sports, honor roll, perfect attendance, most improved…

Skills and Abilities
•	Be truthful but flattering!
•	Write your skills and abilities scholastically.  Rather than say you talk good, try the following:
•	Good communication skills
•	Excellent computer skills
•	Astute organizational skills
•	Use action words!!!

References
Provide 3 references, people who are not family, who are willing to vouch for your character.  Try to vary your references as much as possible:  include teachers, 
Miller I.D. 18
coachers, ministers, guidance counselors, friends of the family, etc.  Ask before you use someone as a reference!!!
 
Provide the following for each person:

Full Name			Full Name			Full name
City, State, Zip		City, State, Zip		City, State, Zip
Phone number		Phone number		Phone number
Relationship to you.		Relationship to you.		Relationship to you.

Name________________

Resume builder
I.	Name and Personal Contact Information
Include your complete name________________________________

Write your complete address and phone number:
Street Address ____________________________________________
City, State, Zip_____________________________________________
Phone number with area code__________________________
Email_______________________________

II.	Job Objective
I am actively pursuing a career as a _____________________________.

III.	Education
Name of High School______________________________________
Street Address___________________________________________
City, State, Zip_____________________________________________
Phone number with area code__________________________
Expected Year of Graduation:___________________

Name of Middle School______________________________________
Street Address___________________________________________
City, State, Zip_____________________________________________
Phone number with area code__________________________
Specific Years Attended:_________________________

IV.	 Skills  (Include three, following the format below)

Specific Skill  __________________________________________________					
•	Example of skill  ____________________________________________
Miller I.D. 19
•	Example of skill  ____________________________________________
•	Example of skill  ____________________________________________

Specific Skill  __________________________________________________					
•	Example of skill  ____________________________________________
•	Example of skill  ____________________________________________
•	Example of skill  ____________________________________________

Specific Skill  __________________________________________________					
•	Example of skill  ____________________________________________
•	Example of skill  ____________________________________________
•	Example of skill  ____________________________________________

V.	References
Include three references:  teachers, counselors, ministers, respected family friends.  Follow the format below:

Name					Name					Name
Street Address				Street Address				Street Address
City, State Zip				City, State Zip				City, State Zip
(area code) phone			(area code) phone			(area code) phone
Title					Title					Title

Points to Remember:
•	Keep your audience in mind!
•	Keep your purpose in mind!
•	Phrase information as positively as possible!
•	Check your spelling!
•	Label each section of your resume in bold!  
•	Print references on a separate sheet

Total Points__________/15

Day Four:
I.  Skills Learned:  proofreading, revising
II.  Lesson Outcomes: 
•	Student will develop job-getting tools, including resumes, letters of application, etc.
•	Student will identify an awareness of employer expectations for a resume
Miller I.D. 20
•	Student will exhibit desirable personal and professional attitudes and behaviors
•	Student will demonstrate effective interpersonal relationships in working with others of different background
•	Student will proofread document to improve conventions
•	Student will use correct spelling, capitalization, and grammar.
III.  Procedures
A.  Introductory Activities:
	1.  State Lesson Objectives: reference board (1 minute)
	2.  Recall learning from yesterday,  (2 min)
	3.  Resume Bloopers:  common pitfalls handout
B.  Developmental Activity
	1.  Proofread my resume for errors, using above criteria.  Allow students 5 minutes to proof individually before placing my resume on the overhead.  (10 min)
	2.  Grade my resume, using rubric.  Distribute rubric and allow students time to decide on a grade.  Place rubric on overhead and collectively decide on my grade.  (10 min)
	3.  Head to computer lab to revise individual rubrics.  (20 min)

Miller I.D. 21
C.  Culminating Activity:	
	1..  When you are finished, have a partner proofread for you (7 min)
	2.  Print off a new version of rubric.
IV.  Evaluation
V.  Materials:
	1.  Objectives on board
	2.  Transparency with markers
	3.  Rubric for Resumes
	4.  Sample resume
	5.  Resume bloopers handout
Resume Rubric
	The resume contains an objective that is easy to understand.
Strong			Average		Weak
  (3)			  (2)			 (1)

All addresses are formatted correctly.
Strong			Average		Weak
  (5)	         		  (4-3)			 (2-below)

Correct capitalization is used.
Strong			Average		Weak
  (5)			  (4-3)			 (2-below)

Resume contains the following:
_____Objective
_____Education
_____Skills and Abilities
_____References

Miller I.D. 22
Strong			Average		Weak
  (5)			  (4-3)			 (2-below)

Total Points_________/18

________________________________________________________________________
Resume Bloopers

Careless errors on a resume can literally keep you from getting the job of your dreams, so be on the lookout for common resume errors!

Capitalization:

Make sure to capitalize proper nouns: 

•	the names of Schools:    Springfield High School	
•	Businesses:   YMCA	,  Home Depot	
•	Streets:  Upper Gilchrist Road
•	Cities: Mt. Vernon
•	States: Ohio
•	People: Coach Connelly			

Spelling:
•	Use Spell-Check!
•	Spell out words like Road, Street, Lane, etc.

State Abbreviations:
•	If you capitalize the abbreviation, then you do NOT use a period:  OH, VA, NA, DE
•	If you do not capitalize all letters in the abbreviation, then you DO  use a period:  Oh.  Va.  Na.  De.  

Parallel Structure:
•	Yes:  Cooking cleaning, sewing, etc.
•	NO:  Cooking, cleaned, sewing
Miller I.D. 23
Font:  Use an easy-to-read, professional font!

References:  no family members,  vary the types of people you use!

________________________________________________________________________
	
Resume Proofreading:
Name____________________________
Directions:  proofread the following resume, looking for common resume blunders.
Total points____/5

Amanda I. Miller
219 pike St, Bowling Green Ohio 43402
4193085434
aimiliee@yahhoocom

Education:
Springfield high 
1256 mccord rd
Holland ohio 42537
419,867,6571
Years attended (2002-present)
Expected year of graduation:  June 2012

Work Experience/ Volunteer Experience
Springfield high school
438 Briarheath drive
napoleion, ohio 43528
419.599.1050
Miller I.D. 24
Employed August 2000-June 2002
English Teacher
Job Duties:  creating lesson plans, teaching lessons, tutoring students, grading papers.  

Awards and Certificates:
•	Teacher of the year nominee 2007
•	Teacher of the year nominee 2009
•	Perfect attentdance

Skills and Abilities
•	Excellent communication sckilss
•	Creative thinkker
•	Good communication skills
•	Excellent computer skills
•	Astute organizational skill

References

Pat Snyder			   Gordon ricketts			Bill thompson
4174 division street		    41790 weston rd			435 lynne rd
Chincoteague island, va               weston, oh 			             bowling greenOh
33663				    43533	                 		43402
757.336.3365			    416.860.5423			419.352.2567
Mother			director, Arts Village		              Lutheran minister
				BGSU

	

Miller I.D. 25
Part V:  Post-Assessment

I.  Post-Assessment Part I:  
Fill in “L” section on K-W-H-L survey

II.  Post-Assessment Part II:

Name____________________________
What I Know About Resumes
1.  What are 5 categories employers expect to see on a resume?  5 pts.
	a.________________________________________________ 
	b.________________________________________________
	c.________________________________________________
	d.________________________________________________
	e.________________________________________________

2.  Order the above criteria, using order of importance, with 1 being the most important category item, 5 being the least.  2.5 points	1.________________________________________________
	2.________________________________________________
	3.________________________________________________
	4.________________________________________________
	5.________________________________________________

3. Defend your organization in 2-3 sentences based on what you know of employer expectations.  5 points
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.  What are 2 criteria in choosing a good reference?  2 pts.
	a.__________________________________________________________
	b.__________________________________________________________

5.   If you are unsure of how to create a resume, where could you find information on creating one?  1 point
________________________________________________________________________________________________________________________________________________

6.  Proofread the following portion of a resume.  There is a minimum of ten errors.  10 points

Amanda I. Miller
219 pike St, Bowling Green Ohio 43402
4193085434
aimiliee@yahhoocom

Education:
Springfield high 
1256 mccord rd
Holland ohio 42537
419,867,6571
Years attended (2002-present)
Expected year of graduation:  June 2012

Work Experience/ Volunteer Experience
Springfield high school
438 Briarheath drive
napoleion, ohio 43528
419.599.1050

Answer sheet
What I Know About Resumes
1.  What are 5 categories employers expect to see on a resume?  5 pts.
	a. Contact information 
	b.Education
	c.Employment/Volunteer Experience
	d.Skills and Abilities
	e.  References

2.  Order the above criteria, using order of importance, with 1 being the most important category item, 5 being the least.  2.5 points

***see number one
	1.________________________________________________
	2.________________________________________________
	3.________________________________________________
	4.________________________________________________
	5.________________________________________________

3. Defend your organization in 2-3 sentences based on what you know of employer expectations.  5 points

Answers will vary
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.  What are 2 criteria in choosing a good reference?  2 pts.
	a. Someone of good moral standing, respectable
	b. Non-family
	c.  Someone who is employed

5.   If you are unsure of how to create a resume, where could you find information on creating one?  1 point
Many answers:  online, teacher, guidance counselor, career services…
________________________________________________________________________________________________________________________________________________

6.  Proofread the following portion of a resume.  There is a minimum of ten errors.  10 points

Amanda I. Miller
219 pike St, Bowling Green Ohio 43402
4193085434
aimiliee@yahhoocom

Education:
Springfield high 
1256 mccord rd
Holland ohio 42537
419,867,6571
Years attended (2002-present)
Expected year of graduation:  June 2012

Work Experience/ Volunteer Experience
Springfield high school
438 Briarheath drive
napoleion, ohio 43528
419.599.1050

Work Cited
Associated Press (2009). “New Jobless Claims Unexpectedly Plunge to 601,000.”  	The Toledo Blade.  Retrieved May 14, 2009, from www.toledoblade.com

Chiarelott, Leigh (2006). Curriculum in Context:  Designing Curriculum for 

	Teaching and Learning in Context.  Thomas & Wadsworth:  Belmont, CA.