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Well-Fargo Grant – Resume – Levels 5 & 6

Bisch & Turngren – MPS-ABE 2010

Wells-Fargo Grant Levels 5 & 6 Resume Writing

Final Project/Culminating Activity: students will produce their own resume. The 5+ activities leading up to the culminating activity will help them understand the parts necessary on a resume, gather information for creating a resume, and ultimately, create a resume. This is an activity that can take a lot of time. Please be aware of this in your lesson planning. Make sure you have access to computer, either in the lab or with COWs. It is a very rewarding activity for students. The Resume Unit contains the following for you to use as needed with your particular class. • Chronological_Resume_Sample_-_School_to_Work_Job_Seeker.pdf - (from

MN Dept. of Employment) • Chronological_Resume_Sample_-_Work_to_Work_Job_Seeker.pdf - (from

MN Dept. of Employment) • Chronological_Resume_Worksheet.pdf - (from MN Dept. of Employment) • Functional_Resume_Worksheet.pdf - (from MN Dept. of Employment) • How to write a great resume - Top 5 resume donts.flv - (video for activity 4) • How to write a great resume - Top 5 Resume Dos.mp4 - (video for activity 4) • How to write a resume - Step 01 - What is a resume_.flv - (video for activity 1) • PersonalInformationSheet.doc - (for activity 5) • Resume Final.docx - (overall unit document) • ResumeExample1.doc – (example of a resume w volunteer experience for

activity 1) • ResumeExample2.doc – (example of a resume w/ work experience for activity

1) • ResumeExample3.doc – (example of a resume w/out work experience for

activity 1) • Resumetemplate.doc – (template of a basic resume for culminating activity)



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Activity/Product 1 Introduction to Resume Begin with a pre-unit Self-Evaluation: There is a pre- self-evaluation to be used before the Resume unit. It is also the same for a post-self evaluation after students have done the activities in the unit and the culminating activity. Make the pre- and post- self-evaluation on different colored paper so students can see their own improvement easily. (see evaluation sheet on next page) Teacher: talk about the pre- self-evaluation and what it means; it is to think about how much you know about a subject or area before and after you study it. Students should try to answer truthfully. Teacher: collect and save the pre- self-evaluation and then compare them with the post-evaluations done by students at the end of the unit.



Resume Unit Pre- and Post- Self Evaluation

Name: _______________________________ Date: ___________ Instructions: Read each question. Circle your answer. Question Answer 1. I understand what a resume is. Yes Somewhat No 2. I have written information about my

current and previous employment. Yes Somewhat No

3. I have written information about my current and previous education. Yes Somewhat No

4. I have a current resume. Yes Somewhat No

Resume Unit Pre- and Post- Self Evaluation Name: _______________________________ Date: ___________ Instructions: Read each question. Circle your answer. Question Answer 1. I understand what a resume is. Yes Somewhat No 2. I have written information about my




Resume Unit Pre- and Post- Self Evaluation Name: _______________________________ Date: ___________ Instructions: Read each question. Circle your answer. Question Answer 1. I understand what a resume is. Yes Somewhat No 2. I have written information about my






Objective / Introduction to the unit: Students will learn more vocabulary in order to understand better what a resume is and what it can do for them. They will do various activities to help them complete their own resume. 1. Warm-up/Review:

• Brainstorm prior topic knowledge.

• Ask students to come up with a definition of what a resume is.

• Try to have them use their own words and not look it up in the dictionary at

first. Help to create a definition on board with class.

• Then, have students look up definition in a dictionary to see how close they

are to the dictionary entry.

2. Examine Resume Examples:

• Show resume examples to students (provide handouts in table groups, use

overhead projector, document camera or ceiling-mounted projector (see 3

documents in Activities: ResumeExample1; ResumeExample2;

ResumeExample3) • Ask students about what is the same and what is different in the resumes.

Create a table and write their answers on the board

What is the same? What is different?

i.e. They include education i.e. Some donʼt include jobs

i.e. They include name and address i.e. Some donʼt have objective

i.e. Resumes are typed



This should lead into a discussion of the basics of resume writing.

This is the information that students should know about resumes. Highlight this information – if students don’t point it out

• Resumes must be typed

• Print resumes on high quality paper or resume paper

• A resume is one page

• Use a proper format - use a template -

• Focus on these three skills - point out to students that even if they have no work experience, they should have skills to put in a resume

a. communication skills b. problem solving skills c. technical skills

• Pay attention to word – many verbs are in simple past tense.

• Brainstorm a list of words with students to use on resumes.

• They should come up with 25-50 to get the idea of work-oriented action

words. Some examples: assisted, implemented, contributed, organized,

planned, trained, supervised, selected, earned, presented, taught,

represented • Tell the truth

• Check, check and double check and then have someone else proof it. There

can be no mistakes on a resume.

Possible Extension Activities w/ resume examples:

1. Ask students/groups to highlight the information one the resume examples as

you ask for it orally (if projected, ask them to say it out loud or point to it)

• Highlight (or say or point to) name and address

• Highlight education

• Highlight work experience



• Highlight skills

• Highlight volunteer experience

2. Use Venn Diagram (see example to use in Activities: VennDiagram.pdf) to

have students show what is similar and what is different in the resumes.

3. OPINION DICTATION

• Students turn notebook sideways to create 3 columns. Each column has a title: I agree, I disagree, I don’t know.

• Students listen to statement and repeat it before they write it down exactly as stated into appropriate column according to what the think.

• Teacher will have to demonstrate with one or two examples. Example:

I agree. I disagree. I don’t know.

Today is Tuesday. It is the month of July. I know what a resume means.

St. Paul is the capital of Minnesota.

I have a current resume.

Sentences for dictation: - please add to the list as needed

1. I know what a resume means.

2. I have a current resume.

3. I need a resume to apply for a job.

4. There are many different kinds of resumes.

5. Resumes are important at a job interview.

6. I have a list of my skills.

7. I know the address of my current work.

8. I know the addresses of my previous jobs.

9. I can tell you some of my skills.

10. I can type a resume on the computer.



3. Resume Writing Video & Worksheet:

• Handout worksheet (see: next page) to students – ask them to look up

vocabulary words – possibly assign groups to present meanings to class

• Students watch video (How to write a resume - Step 01 - What is a

resume_.flv) twice…. First to take in the information, the second time is to

fill in cloze/gap exercise.

• Teacher note: You may want to review with students about listening for

details. Explain they should listen/watch the video first to make sure they

understand most of what was said. They can ask questions after the first

time. The second time is when they are listening for key words. These are

skills that some teachers may have to review with class.

• Teacher answer key follows – review answers with class after video.

To use video: Open applications, look for VLR icon (it looks like an orange road cone) drag to dock, insert CD, drag video icon to VLR icon in dock, it should begin.)



Resume Writing

Introduction to Vocabulary and Resumes Below are vocabulary words you will hear and use during this unit on resume writing. Take a moment to look up the meaning of each word. You can use the computer dictionary or the reference tools in Microsoft Word. Then, try to write a sentence with each word. 1. Resume: 2. Skill(s): 3. Snapshot: 4. Expertise: 5. Glance: * * * * * * * * Steps to Write a Good Resume - Watch the Video “How to Write a Resume - Step 1” and fill in the missing words while you are watching. 1. A resume is …. A ____________ to get you an interview 2. A resume is … About where you are __________ – not where you have been 3. A resume is … Just a _____________ of your skills and ____________ Your resume will only get 5 – ___________ seconds of review!



Resume Writing – TEACHER ANSWER KEY

Introduction to Vocabulary and Resumes Below are vocabulary words we will hear and use during the unit on resume writing. Take a moment to look up the meaning of each word. You can use the computer dictionary or the reference tools in MSWord. Then, try to write a sentence with each word. 1. Resume (noun, not verb form) - LOOK UP TOGETHER TO GET THE CORRECT MEANING! Here are some answers taken from a search on the Internet:

• A resume is a summary of your experiences and skills relevant to the field of work you are entering.

• It highlights your accomplishments to show a potential employer that you are qualified for the work you want. It is not a biography of everything you have done.

• Its purpose is to get you an interview. 2. Skill(s): ability, talent, expertise 3. Snapshot: photograph, picture 4. Expertise: know-how, skill, knowledge, capability 5. Glance: take a quick look, skim, fleeting look, glimpse, look * * * * * * * * Steps to Write a Good Resume - Watch the Video “How to write a resume - Step 01 - What is a resume_.flv” and fill in the missing words while you are watching. 1. A resume is …. A tool to get you an interview 2. A resume is … About where you are going – not where you have been 3. A resume is … Just a snapshot of your skills and expertise Your resume will only get 5 – 15 seconds of review!



Activity/Product 2 Show examples of resumes Students begin to gather information for their own resume. Job and Education Information Grid

• Teacher asks students what questions one asks to find out about someone’s

current and/or previous job(s) and the job duties.

• Then, move on to what questions are asked about current and previous

education. (name/location of school and what was studied (may need to

assist students to answer “general” studies if high school equivalent)

• Model the question and answering format that is expected with volunteer or

a student.

• Teacher writes responses on information chart as a model for students.

• Students circulate and talk with other students, writing down responses on

their own information charts.

Possible questions with present and past tense verb forms. What do you do? What is your current job?

What duties do you do? What are you job duties?

What was your previous job? What was your past job?

What duties did you do? What were your job duties?

Where do you go to school? What do you study?

Where did you go to school? What did you study?

* * * *



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Informal Teacher Observation: Listen as students complete information chart.

NOTE: The informational grid/chart about current and previous jobs is similar to what is used in the Mock-Job Interview Unit. You may want to adjust if it seems repetitive. However, students need the information about themselves to complete resume. -If students don’t have all of the personal information for this activity, they can guess the best they can in class. However, remind them that they will need to have accurate information for later activities in this unit.



Job and Education Information Grid/Chart Employment – Current and Previous

Name Present Job Present Job Duties Past Job Past Job Duties

Education – Current and Previous Name Current School Current Studies Previous School Previous Studies

Write some sentences about the grid. Example: Two students are cashiers. One student was a farmer. 1.

2.

3.



Activity/Product 3 Reading – worksheet Students read stories 3 different ways – teacher writes on board the 3 ways to read a story – will help students with understanding when they read it more than once. Explicit instruction: students need to practice understanding indents in paragraphs, reading for meaning, highlighting, working in pairs. Ask the students how many paragraphs are in the reading? (Reading 1 = 2; Reading 2 = 4) How do they know it is a paragraph? (indentation) 1. Read Silently 2. Listen and highlight 3. Read in pairs 1. Read silently – students should read story silently, ask them to look up at you or raise hand when finished. 2. Read while teacher reads aloud – Students should listen to teacher read aloud. Students can highlight words they don’t understand or have questions about (either meaning or pronunciation) – class discussion to follow about highlighted words 3. Read in pairs – Student A reads story, Student B listens to Student A. Then, Student B reads story while Student A listens. Students should listen for pronunciation and help each other when able. Have students continue to work in pairs to orally ask and answer the questions. One student should read question while other listens. Informal Teacher Observation: Teacher observes as students work in groups and gives feedback as needed. Extension activities:

1. Students underline past tense verbs in stories – review as class 2. Students may wish to write their own stories in a similar fashion.

See readings on following pages.

NOTE: -If students don’t have all of the personal information for this activity, they can guess the best they can in class. However, remind them that they will need to have accurate information for later activities in this unit.



Reading 1 Read about Juan Lopez. Juan Lopez is from San Miguel, El Salvador. He moved to Minneapolis, Minnesota eight years ago. In El Salvador, Juan attended the National Computer School. When he finished his studies, he received a certificate in computer repair. He was able to find a job with a local computer company in San Miguel. His first job was fixing computers for a small financial company. Juan moved to the United States to be with his family in Minnesota. After he arrived in Minneapolis, he found a job assembling computers in Bloomington. He was able to use the skills he learned in the computer courses in El Salvador. Although he loved his first job in the U.S., he needed to make some extra income to pay the bills. In addition to assembling computers in Bloomington, now he also repairs computers in the evenings for another company. Juan is very busy, but he is doing what he loves, working with computers. Work with a partner to answer the questions about Juan. 1. Juan Lopez has had three jobs. List them with the most recent/current job first.

a.

b.

c.

2. Where did Juan go to school and what did he study? 3. Why does Juan have two jobs in the United States? Think about your job history. List your jobs starting with the most recent or current job first. Add more lines if necessary. 1.

2.

3.



Reading 2 Read about Fati Keita.

Fati Keita is from Lome, Togo. She traveled to Minneapolis, Minnesota five years ago to visit her family. She liked the opportunities for more education and work in Minnesota. She decided to stay in Minnesota and applied for a visa. While still in her native country, Fati attended high school and completed her general studies. When she finished, she received an equivalent to a high school diploma. Now, Fati attends evening Adult Basic Education classes in Minneapolis. She studies at night while working during the day. Currently, she is studying in ELL level 5 and also takes a speaking and listening class to improve her pronunciation. In Togo, Fati wasn’t able to find a job after high school. She didn’t work at all in her native country. When she moved to the U.S., she didn’t have a lot of work experience. Her first job was as a housekeeper at a large hotel in downtown Minneapolis. She worked there for three years before she began her current job, assembly in a medium-sized factory in New Hope. She assembles electronic parts for air conditioning units. Fati has a full schedule with work and English classes, but they will help her reach her goal of going to Minneapolis Community and Technical College (MCTC). She plans to get a certificate as a Community Health Care Worker at MCTC within four years. Work with a partner to answer the questions about Juan. 1. Fati Keita has had two jobs. List them with the most recent/current job first.

a.

b.

2. Where did Fati go to school and what did she study? 3. What is Fati’s future educational goal? Think about your education history. List your schools starting with the most recent or current school first. Add more lines if necessary. 1.

2.

3.



Activity/Product 4: Teacher note: You may want to review with students about listening for details. Explain they should listen/watch the video first to make sure they understand most of what was said. They can ask questions after the first time. The second time is when they are listening for key words. These are skills that some teachers may have to review with class. Please note, some teachers found the activities suitable for their students while others felt the students were not able to complete cloze/gap activities. Therefore, please preview video and material prior to using it in class. Feel free to make changes as needed for your class/level. Ideas to make this activity work for your class

• Have students count the number of blanks they need to fill in. One blank = one word.

• Have them watch and count how many Do’s and Don’ts are in each area • Assign table groups to listen for certain areas of Cloze/Gap • Hand out Cloze/Gap first and have students try to guess what words will go

into the blanks. Put ideas on board and watch video section by section to confirm best answer(s).

Explain that while students watch video they should take notes on what are the Dos and Don’ts of a resume. They can add to the list they have already started and make sure some of the tips they’ve thought of are shown. Resume Dos Video (time length: 1:13 minutes) Resume Don’ts Video (time length: 3:25 minutes)

• Prior to watching videos, brainstorm on what are some Dos and Don’ts for a

resume (possible grammar point: should/ should not or do/do not (don’t))

• Make two lists on board/overhead

• Students write/copy from board in their notebooks/journals

• Explain to students that they will watch the videos two times, first just to

listen to see if they understand. The second time while students watch video

they should fill in cloze-gap worksheet on what are the Dos and Don’ts

during each video (see worksheet below.)

• They should add items from the video to the list they have already started, if

they are not on the list



• When finished, have students compare answers with table groups or

seatmates/partners.

• Critical Thinking: Ask students why these are important.

Vocabulary review – words & definitions in video that may be new to students

Dos Video Vocabulary Review – look closely/critically, look back on something

Brief – short, concise, to the point, succinct

Font – print, style of letters,

Keywords – action verbs of skills you have, must align with keywords in job for

computer scanning instruments to match your resume w/ job

Specific – exact, detail, explicit, definite

Vocabulary & idiom review – words in video that may be new to students

Don’ts Video Vocabulary Typo – mistake, error

Lack of (detail) – be short of, not have, need, require

Stretch (the truth) – make bigger, make longer

Gap (of employment) – hole, space, blank – time between jobs/employment when

you were not working

Specific – exact, detail, explicit, definite

References – somebody who recommends another person, a source of information

about you

To use CD videos: Open applications, look for VLR icon (it looks like an orange road cone) drag to dock, insert CD, drag video icon to VLR icon in dock, it should begin.)



Covered in Top 5 Resume Do’s Video: time 1:13 “How to write a great resume - Top 5 Resume Dos.mp4” Words in bold are the words students will fill in on the cloze-gap activity. Why?? Is the reason the woman gives for the do or don’t tip. 1. Do get someone to review your resume

(Why?? Have someone catch your spelling and grammatical errors)

2. Do be brief. Less is more.

3. Do use Arial or Times New Roman as a font. Size between 10 and 12. (Why?? Easy to read and company may use computer scanner to read resume)

4. Do use keywords.

5. Do give specific examples. (Why?? Give the time in the past when you demonstrated the skills.) Covered in Resume Don’t Video: time 3:24 “How to write a great resume - Top 5 resume donts.flv” 1. Never send out with typos or grammatical errors! Why?? Fast way to go to “do not call pile” Employers say it’s a sign of “lack of detail”

2. Don’t lie or stretch the truth Why can’t you lie or stretch the truth? The company won’t hire you if they find a lie or maybe can fire you later if they find out. 3. Don’t write out job descriptions Why? They can figure it out if it is a typical job title. More important to tell them something that they don’t know about you. 4. Don’t use italics or underline Why? They are hard to read and computers can’t read it 5. Don’t put references on the resume. Why? Save them for a job that you know you can get. Also, you need to contact them before the job interview.



See Student Sheets for Cloze-Gap Activity on following pages Poster/Bulletin Board

• Pair students into groups of 4 or 5 and ask them to make a bulletin board or poster about the resume dos and don’ts from their notes.

• They can use the material from the video but may want to also add to it.

• They may want to draw pictures, cut up from a magazine or do a Google

search for appropriate pictures/images from Internet to convey meaning Put up poster or bulletin board in school/classroom/area.

Informal Teacher Observation: Teacher observes as students take notes during video and give feedback from their note taking. Also, teacher observes students work in groups to assemble their poster or bulletin board. Possible Extension Activities:

1. Students/class may wish to present posters/bulletin board to other classes

2. See “More Resume Vocabulary” worksheet on following pages



Name: _____________________________ Date: ______________ Watch the two videos about Resume Writing Dos and Don’ts. While you are watching, fill in the blanks with the appropriate words. Resume Dos Video 1. Do get someone to _____________________ your resume

2. Do be _________________. Less is more.

3. Do use Arial or Times New Roman as a _______________. Size between 10 and 12.

4. Do use _____________________.

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Activity/Product 5 1. Table with “Resume Verbs:

• Students create a table (2 columns and 20 rows) either on paper or on computer.

• Students go around room and stand up to say 2 action verbs of what they do

in their current job or in previous job.

• Students listen and type/write verb classmate says. They write/type base form and simple past form.

• Verbs cannot be repeated.

• Excellent opportunity to address difference between job title and job duties/

review simple past tense Example:

Verbs for Resume

Base Form Simple Past Form

Answer Answered

Write Wrote

Give Gave

Assist Assisted

Assemble Assembled

Deliver Delivered

Supervise Supervised

Cook Cooked

Prepare Prepared

Exchange Exchanged

Count Counted



2. Begin – Personal Information worksheet – what is not done in class will be homework

• Begin in class – students have “homework” to complete

• Possible Google search to find missing information

• Students use the Resume Checklist for their resume or partner’s resume. Students need to do homework/research that only they can do – their previous employers, names, addresses, contact information, hire dates, etc. They have some of the information form the job/education grid; however, they will have to get more details in order to proceed to the next step. Give students a paper copy of the Personal Information Sheet (in separate document on CD entitled “Personal InformationSheet.doc”). What they can’t finish and/or compete in class, they will have to take it home and work on it. The sheet is very similar to the resume template in the culminating activity. Students should be able to write information on Personal Information Sheet and then transfer it to the resume template. Name, address, etc.

• Make sure students have correct spelling on addresses.

• It is better to list an email address that is professional. Try to use Gmail

accounts instead of hotmail or yahoo accounts (Gmail accounts are generally

considered more professional.) Also, if a student has an unsavory name in e-

mail address, it is best to not include it.

Objective: • Most sources say students should “build” resume to the job they are applying

for. Therefore; use an Objective only if the job title or company is known.

The objective should be tailored to job title. The objective is to get a



position at that company.

• For example: If applying at Parasole Group Restaurants, list objective: to

gain employment or a position within Parasole Group.

• Review this with students.

Work Experience:

• Students can use the class work they did in previous activities to fill in the

sheets.

Accomplishments & Activities, Discussing valuable non-work related experience –

• There are some experiences that might not relate to the kind of job you're

applying for but might, nonetheless, impress an employer. In general it's a

good idea to include any volunteer and/or community work you've done. No

matter the job, all employers like to see candidates who display compassion

and community-minded behavior. Many also think these accomplishments

point to someone who will be a valued employee.

• Additional Information: what other skills do you have? Certification?

Languages?

Education:

• Education History: Students should list schools they have attended as well as

MPS-ABE.

• Students can use the class work they did in previous activities to fill in the

sheets.



• If students are not sure about information, ask them to do some homework.

They can take the personal information sheet home and try to get accurate

and up-to-date information.

References:

• Some resume specialists feel references should not be on a resume and should

simple state: “References available upon request”. However, students

should have a list of non-family members who will discuss their good

qualities. For this activity, students will list references.

• Please review with students that they should ask someone to be a reference

prior to putting their name and phone number down. For example, if they

would like to have you be a reference, they need to ask you. They may want

to ask a classmate, too. Also, they should let their references know when

they may expect a phone call for a job, etc.

When it is complete, they will be ready for the culminating activity: creating their own resume. Possible Extension Activities: Google Search: If students need help in finding the requested information, bring them to the Computer Lab or use the COW for a lesson on Google Search. Students can type in a question into Google bar (top right corner of web browser) to find information. For example: What is the address for Target Store in St. Louis Park, MN? Students can get exact address and phone numbers.



Culminating Activity - Create Resume

• Teachers may use their time in the Computer Lab or bring in COW to use with class.

• Students can use the attached Resume Template to type in their information.

• There is also a resume template in the new Word (installed on MPS-ABE

computers in December 2010) which you may find useful (although others found it difficult).

• Students should be encouraged to use their Personal Information Sheet to

transfer the information into the template.

• The templates can be put into the shared folders at your site. Some staff may want to email template to students.

Remind students the information they learned from the videos

• Font Name: Arial or Times New Roman

• Font Size 10 or 12

• Use white space effectively

• Print one copy on high quality paper – provided

• Please note: if students print a resume from their own student account, it is

time stamped at the bottom of the resume. This is not desirable for a resume.

However, if the teacher can access the students’ resumes from a USB drive

or a shared folder and then print it, there will not be a time stamp at bottom.

• Students should save to their documents folder so it is available at any time.

• File name: FirstnameLastnameReusme.doc

• If students have USB drives, they should be encouraged to bring them to class

in order to save to USB.



• If students have an email account, they can sent you their completed resume

as an attachment.

• Invite Tim, Anthony or Jamal to step in and provide some tips and/or to make

appointments to follow up with resumes.

• Volunteers can be of great use when typing the resume!



Culminating Rubric: Resumes &Met:

• Student can follow directions in creating a resume. • Student can use personal information sheet to accurately describe work and

education experience. • Student created a typed resume. • Student saved and printed a resume.

Put an (X) in box that matches student ability as demonstrated in the culminating activity. Student Approaching Met Exceeding



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Personal Information Sheet

Bisch & Turngren – MPLS-ABE 2011

Your Name: _________ Objective What do you want to do? ____________________________________ Work Experience

Company Name ___________________________________________ Street Number and Name ____________________________________ City, State and Zip Code ____________________________________ Job Title

• Duties or Achievements ________________________________ • Duties or Achievements_________________________________

Company Name ___________________________________________ Street Number and Name ____________________________________ City, State and Zip Code ____________________________________ Job Title

• Duties or Achievements ________________________________ • Duties or Achievements_________________________________

Accomplishments

List one or more things that you have done or a special skill you may have. __________________________________________________

Activities

List activities in which you have participated such as, sports teams, church groups, etc. _____________________________________________

Education

Name of Current ELL/ABE School _________________________________________________________ Street Number and Name ____________________________________ City, State and Zip Code _____________________________________ ESL and related studies Name of High School_______________________________________ City, Country_____________________________________________ General studies

References

Name: ____________________________________ City, State: ____________________________________ Phone Number: ____________________________________ Name: ____________________________________ City, State: ____________________________________ Phone Number: ____________________________________

Street Number and Name ___________________ City, State and Zip Code ____________________ Phone Number _____________________________ Email Address ____________________________

JOE DOER 5555 Lakewood Road

St. Louis Park, Minnesota 55554 (555) 555-5555

EMPLOYMENT OBJECTIVE To find a position in assembly, janitorial or maintenance work SUMMARY OF SKILLS

• Industrious, reliable, highly-motivated and thorough • Ability to safely operate power machines for maintenance work • Operate, repair and maintain power machines for maintenance work • Experience with household repairs, cleaning and painting

RELATED VOLUNTEER EXPERIENCE Assembly – St. Stephan’s Church Volunteer Toy Drive

• Received, sorted, bundled and placed recycling articles in correct containers • Assembled, cleaned and packaged toys for children on holidays

Janitorial – Helped neighbors in Harrison Neighborhood

• Maintained all aspects of own home, and made minor repairs to structures and equipment • Assisted friends and neighbors with lawn care, mowing, raking, shoveling, painting, building, sanding, remodeling and cleaning • Helped residents repair and clean homes after a fire

VOLUNTEER WORK HISTORY:

o Goodwill Industries St. Paul, MN o Minnesota Flood Victims Rescue East Grand Forks, MN o Habitat for Humanity St. Paul, MN o Sunshine Nursing Home Minneapolis, MN

EDUCATION: Attended High School: Johnson High School - St. Paul, MN GED Preparation Classes: Minneapolis ABE - Northside ABE REFERENCES: Clara Johnston Anthony Simmons Minneapolis, MN Crystal, MN 612-555-6363 763-555-1225

SAID H. JOB 5555 LakeView Road

Big City, Minnesota 55555 (555) 555-5555

OBJECTIVE

Dependable, enthusiastic worker with more than 3 years of experience seeking a Building Maintenance position. Self-starter, dedicated to achieving high-quality results.

SUMMARY OF WORK EXPERIENCE AND SKILLS Equipment Operator— ACME Building Company Dec. 2009 – present Minneapolis, MN Experienced forklift operator on various sizes and styles of forklifts. Skilled in the use of a variety of power tools and metal fabrication equipment including drills, drill press, edge planer, end mill, benders, power saws, sanders and grinders. Equipment Maintenance— ZZEF Building Maintenance Inc. Aug. 2008 – Dec. 2009 New Hope, MN Performed general maintenance on welding equipment and production machinery. Maintained high production levels through on-site machine repairs and preventive maintenance. Building Maintenance — Virginia Building Company June 2008 – July 2008 Arlington, VA Acquired experience in general construction including basic electrical repairs, carpentry, concrete, glass, spray and roller painting, plumbing, patching and sheetrock.

EDUCATION

Certificate: Welding and Blueprint Reading Minneapolis College - Minneapolis, MN High School: Mogadishu High School – Mogadishu, Somalia General Studies

REFERENCES Available Upon Request

Jennie Ramirez 1212 Bradley Way, Minneapolis, MN 55401 (952) 555-8888 [email protected]

OBJECTIVE

A position as a receptionist in a medical office or clinic

SKILLS PROFILE

• Ability to operate a copy machine

• Knowledge of Word, Excel, PowerPoint and other computer software

• Able to diagnose and fix minor computer problems

• Knowledge of and experience with mailroom procedures

• Good filing and organizational skills

• Ability to take accurate phone messages and deliver messages promptly

• Good customer-relations background

VOLUNTEER WORK

Office Aide 2010- Current Community Action, St. Louis Park, MN • Copy and collate all projects for staff

• Successfully complete all jobs by time requested

• Coordinate delivery of large projects

• Covered phones in the front office

• Took and delivered phone messages

Paint the Town 2009-2010

Minneapolis Community Center, Minneapolis, MN • Painted Houses for elderly citizens in Minneapolis

EDUCATION

Full-Time Student 2009-Current Minneapolis Adult Basic Education Classes taken include ESL, Writing Composition, Speaking and Listening Comprehension, Computer, Math

High School 2003-2007

2do de Abril – Puebla, Mexico Classes taken included Math, Science, Computer, Spanish, History, Social Studies, Civics, etc. Diploma Awarded – August 2007

References Available Upon Request

Your Name Objective

What do you want to do?

Work Experience

Current Company Name Street Number and Name City, State and Zip Code Job Title

• Duties or Achievements: use simple present tense • Duties or Achievements: use simple present tense

Previous Company Name Street Number and Name City, State and Zip Code Job Title

• Duties or Achievements: use simple past tense • Duties or Achievements: use simple past tense

Accomplishments

List one or more things that you have done or a special skill you may have. Delete if you have nothing to type

Activities

List activities in which you have participated such as scouting, sports teams, church groups, etc. Delete if you have nothing to type

Education

Current school – Adult Basic Education Street Number and Name City, State and Zip Code ESL and other related studies Name of High School City, Country General studies

References

Name City, State Phone Number Name City, State Phone Number

Street Number and Name City, State and Zip Code Phone Number Email Address

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DEBRA JOBSEEKER, L.P.N.5555 Lakewood Road

Somewhere, Minnesota 55555(555) 555-5555

SUMMARYHighly motivated, dependable Licensed Practical Nurse. Proven ability to initiateappropriate action, follow instructions and carry out tasks in an efficient manner.Proficient in patient care, medical management, coordination and emergency roomtechniques. Team player with effective interpersonal communication skills, and apositive, can-do attitude.

EDUCATIONCertificate: Licensed Practical Nurse Program (GPA: 3.85/4.0) 200_

Normandale Community College— Bloomtown, MN

Internship: Regions Hospital— St. Paul, MN (3 Months) 200_Infection Control Critical Care InjectionsCatheter Care Vital Signs TriageBlood Draw Charting IntakeIV Therapy CPR Acute Care

Diploma: Richfield Senior High School— Richfield, MN 199_

RELATED VOLUNTEER EXPERIENCEAmerican Red Cross _991 - _991NM,silopaenniM —

Provided emergency services to people in crisis. Assisted in providing information and servicesregarding food, shelter, clothing and medical provisions.

Courage Center _991 - _991NM,yellaV nedloG — Assisted disabled patients with daily living activitiesby writing letters, reading correspondence, feeding,pushing wheelchairs and shopping.

Neighborhood Involvement Program— St. Paul, MN 199_ - 199_ Organized a block safety program for 26 households,which reduced crime in the area by 15 percent.

MEMBERSHIPS_991noitaicossA srehcaeT tneraP:yraterceS detcelE

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SUMMARY (Optional— can include on cover letter)

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ELIZABETH B. JOBSEEKER5555 Lakewood Road

Somewhere, Minnesota 55555(555) 555-5555

OBJECTIVE Mechanical Engineer

ENGINEERING EXPERIENCEIndustrial Engineer 199_ to 200_

Tool Incorporated , Minnetonka, MN Designed a plant layout for the shipping department Developed a multi-step shipping process improvement plan

Design Engineer 199_ to 199_Mechanical Systems , St. Paul, MN

Developed a complete safety package for a robot loader Designed hydraulic double stack lift Redesigned dairy open style conveyor Trained 10 engineers on AutoCAD Rev. 12 Evaluated and purchased machine components

HVAC Engineer Assistant 199_ to 199_Engineering Consultants , St. Paul, MN

Prepared building and equipment bid speci!cations Evaluated HVAC equipment options Incorporated EPA and OSHA regulations into safety procedures Created working drawing on AutoCAD Rev. 1

MANAGEMENT EXPERIENCESupervisor 198_ to 199_

College Police Department , Minneapolis, MN Supervised more than 50 student security personnel Maintained security accounts and budgets Interviewed, hired, !eld trained and conducted performance appraisals Prepared 25-page monthly report

Manager 198_ to 198_Building Management Co. , Northwoods, MN

Maintained and performed building improvements

EDUCATIONBachelor of Science Degree: Mechanical Engineering 199_

Minor: Engineering ManagementUniversity of Minnesota , Minneapolis, MN

Course Work: Thermodynamics, Heat Transfer, HVAC,Machine Design, Fluid Power, IBM Compatible,AutoCAD 12, FORTRAN, Lotus and Quattro Pro

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