By Gwynne Richards, January 29, 2010
- Middle School
- City of Neighborhoods
- Language Arts
5. Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)
14. Writes technical text, such as bylaws for an organization (e.g., identifies essential steps in a logical sequence; lists materials or equipment needed; describes all factors and variables that need to be considered; uses appropriate formatting)
Technology2. Knows the common features and uses of desktop publishing software (e.g., documents are created, designed, and formatted for publication; data, graphics, and scanned images can be imported into a document using desktop software) Working With Others Standard 1, Level III: Contributes to the overall effort of the group
Students will be able to:
- identify and apply the steps in the design process
- identify the common elements of traditional resumés
- compare and contrast the roles of a high school student and the role of an employee
- using a word processor, design a resumé to be used by an eighth grader applying for high school
- give a PowerPoint presentation
- accurately complete a resumé
computers with internet access
- Microsoft Office or other presentation software
- admissions director: the person at a given school that recruits, screens, and admits students
- client: a person or organization to whom goods or services are provided/sold
- design: to devise, plan, or create something for a particular purpose
- prospective: expected to do or become something; possible; likely
- redesign: to change or revise the design of something
- resumé: a summary of one’s relevant experience used to inform a potential employer, boss, etc.
1. In small groups, students to answer the following anticipatory questions:
- Why do people design new things?
- Why would something need to be redesigned?
2. Discuss the groups’ ideas in a class discussion and agree upon the meanings and purposes of the concepts of design and redesign.
3. In those same small groups, students to brainstorm what they know about resumés (purpose, information included, etc.) and share ideas during a class discussion.
4. After clarifying their general uses, introduce students to the idea of designing a resumé that they could use when applying to high school.
5. Assign students to work in teams of three to four students and have them brainstorm for what kinds of things high schools need to know about students who are applying for admission.
6. At this time, introduce the idea of the client in relationship to a resumé so that students understand that the client is the admissions director at the high school in the same way that the manager/human resources director/company owner is the client in a business. The resumé provides the client with relevant information about he prospective employee/student.
7. Teams should record the ideas generated for use later in the process.
1. In the computer lab, students should pair up with their team members so that they can work together to view sample resumés using those found at http://www.resume-resource.com. The goal of each team is to view and note characteristics of a variety of resumés.
2. By the end of their research, teams should hav e recorded a list of the kinds of information commonly found on traditional resumés.
1. Teams should work together to note the similarities and differences in the kinds of information found in actual resumés, and the kind of information high schools would need about potential students.
2. As teacher circulates to assist and guide teams, he or she should inform students that in this stage of the process, they are defining the problem.
3. Then each team is to design a format for a student resumé that incorporates relevant information needed for high school application and also maintains the recognized features of resumés.
4. Again, as teacher circulates to assist and guide teams, he or she should inform students that in this stage of the process, they are generating solutions.
Sessions 4 & 5:
1. Back in the computer lab, students to work in teams to produce their team’s redesigned resumé using desktop publishing/word processing software and to prepare a brief PowerPoint presentation that will document the investigation process and their findings, their redesigned resumé, and the rational for its design.
1. Allow for one class period for students to finalize the slides, rehearse the presentations, and revise/edit their resumés.
1. Teams to give their PowerPoint presentations while other students take notes on the strengths of each redesigned resumé.
2. Then each student in the class is to select one of the resumés to complete.