Name __________________________________________ Group 1 2 3 4 5 6 Period _______

DLQ for English 11th-April 29th-May 10th

Reading Focus: Poetry and School to Career Communication Skills for the Work EnvironmentTheme: Expressing Self and Sharpening Your Oyster Knife

Writing Skills: Cover/Post-Interview LetterSpeaking/’Listening: Oral Responses to Interview QuestionsGrammar: Standard Grammar Common Errors, Adjectives,

Unit Background: In Zora Neale Hurston’s autobiographical essay that we read last week, “How It Feels to be Colored Me”, she states, “No—I do not weep for the world for I am too busy sharpening my oyster knife.” This can mean that she is preparing for her future instead of crying about the past. High school is supposed to prepare you for your future and this unit is intended for that purpose. This unit will prepare you to apply, interview, and set goals for a job, scholarship, or admission to the college of your dreams. First, we will create a resume and write a cover letter of introduction. Next, we will learn how to complete an application, get the interview, and interview effectively. We will learn about goal setting for personal, educational, and career growth; we will read articles from leading business magazines on what employers are looking for in an employee, how to get your dream job, and how to get ahead in your chosen career.

Monday through Wednesday: The ResumeDo:

o Do Now: How long do employers typically look at a resume?

A. Less than 30 seconds B. 3 Minutes C. 1 Minute

o Read the notes about Creating the Effective Resume, MARK IT UP (mark important terms or points that the notes present), and Summarize.

o Read the notes about Resume Tips and Suggestions and MARK IT UP (mark important terms or points that the notes present), and Summarize.

o Answer the questions or complete the activities required in the Question(s) section below including RESUME WORKSHEET (100 points-handout B in the back of this packet) and the FILL-IN-THE-BLANK RESUME FORM (100 points-handout C in the back of this packet)

o Homework: Obtain needed information for your resume worksheetso Extra Credit: (Possible 100 Points) Type up a new resume or revise one that you already have. Be sure it has all

of the components outlined in this unit. Submit your resume to Turnitin.com on or before May 10 th as a Word Document or RTF.

Learn:

Analyze skills and abilities required in a variety of career options and relate them to their own skills and abilities. Use a career planning process that includes self-assessment, personal development, and a career portfolio as a

way to gain initial entry into the workplace. Demonstrate job-seeking skills. Assess personal, educational, and career skills that are transferable among various jobs.

Question(s): Each question section for this DLQ begins with a note section that outlines important information you will need to complete the question or activity. Use a good reading and note-taking technique to study and apply the information provided through the notes. This is also a TEST on how well you read, process, and apply information; be sure to read for detail. At the end of each note section, there is a section to summarize the main points of that section; in other words, retell the main points you learned while reading.

1 | H u n t

CREATING THE EFFECTIVE RESUMEWhat is a Resume? A resume is a one page summary of your skills, education, and experience. The resume acts much like an advertisement for a company trying to sell something. The resume is your advertisement. Just as a sneaker company spends countless hours (and millions of dollars) designing their latest advertising campaign, you too must spend a good deal of time creating, proofreading, editing, and perfecting your resume. A resume is one of the most important pieces of writing you will ever create. A solid resume is the key that will open the door to good jobs. Don’t cheat yourself...work hard on it.

If you answered “A” for the question in the “Do Now”, you are correct. Employers often receive hundreds of resumes for a single position. They do not have time to pour over every word on each one. This increases the importance of the smallest details. What should be included in a resume? Not all resumes are the same, but there are some common elements that they all should include. The necessary elements are:

Heading - Your heading should include the essential personal information. Your formal name (not nickname) should appear at the top and it should stand out above all else on the paper. You want them to remember who you are in less than 30 seconds. Also include your address (both permanent and temporary) and phone number. If you use email, include your email address. Objective - (Also called “Career Objective”) Employers often say this is the most important part of a resume. It is generally a one sentence explanation of the type of job you are seeking. Your objective should be fairly specific. If you are applying for different types of jobs, change your objective to match each type of job. If you are uncertain about the specific positions available, note your areas of interest.

Education - As students, this should be your next section of information. If you are in college, you only need to include college because it is assumed that you have graduated from high school. For the same reason, high school students should not include information from junior high/middle school. You should specify the dates of attendance or graduation (or expected graduation). As a college student, include your major and the degree you expect to receive. Some people include education-related honors in this section. If your education is particularly relevant to a job, you may want to include a section titled “Relevant Courses.” In this category, you can list classes that might contribute to your employability.

Experience - (Also called “Work Experience” or “Employment Experience”) In this section, you should include previous employers, their locations, your dates of employment, and your job title. You may have to create a job title if you did not have one. You should include at least two one-line descriptions of what your job duties and responsibilities were. You cannot assume that the job title explains what you did to all readers. Use action verbs to start each of these descriptions. Do not use “I” in descriptions.

Activities - Employers like to see people who have been involved in school or community activities. In this section, list special activities you participated in (prom committee) and organizations you joined (drama club, baseball team, etc.). Include the years in which you participated. Be aware, however, that some employers may eventually view this information as irrelevant. As high school students, this should not be a concern.

Summary of Skills - Some people use this section to include special skills or talents that are not included elsewhere on the resume, but would be relevant to the employer. Some possibilities are: • Type 60 words per minute • Fluent in French

References – Although it is common practice to put “References Available Upon Request” at the bottom of a resume, most career advisors say it is unnecessary. However, there is nothing wrong with taking a nicely printed list of personal references with you to an interview. You should have 2 - 3 people who have observed your work habits (employers,

2 | H u n t

teachers, coaches, etc.) and 2 - 3 people who can speak about your character. Make sure you have asked their permission to include them as references. Only ask people who will speak well of you. Create a separate list of references including their names, addresses, employers, job titles, and phone numbers. It is best to list work numbers since some people don’t appreciate calls at home. You know an employer is interested when they request a list of references.

How do I set up a resume? Your resume should be divided into distinct sections. The italicized words above are typical section headings. Do not label the heading section. Headings should stand out as boldfaced, larger text. Employers tend to have certain headings that interest them most. Make it easy for them to find them. Here are some suggested headers:

Major Headers (to be used in almost all resumes): Objective, Education, Employment History/Work Experience, School Activities.

Minor Headers (to be used if appropriate): Computer Experience, Associations, Certifications, Community Activities, Highlights of Qualifications, Honors/Awards, Interests and Hobbies, Projects, Relevant Courses, Summary of Qualifications, Volunteer Experience.

Should items be arranged in any particular order? Yes! You want your resume to be coherently organized. There are two distinct types of resumes. Most young people utilize a Chronological Format. The chronological style is exactly what it sounds like: It follows your work history backward from your current job, listing employers, dates, and job responsibilities. This is the format that you would most likely use if you are new to the workforce and have limited experience. Frequent job changes and work instability show up dramatically with this format. For someone who has held many jobs, the Functional Format is more useful. A functional resume is created without employment dates or company names. This format concentrates on skills and responsibilities and is more likely to be used after you have developed your career skills and have accomplishments to your credit.

Should I place Education above Experience or vice versa? Most high school and college students include the Education section directly after the objective. However, if you have experience that relates directly to the job you are applying for, you should place the Experience section above Education.

How important is the format? The importance of the format lies in its consistency. There is no one best resume format. Remember to stick to one format. It shows off your organizational abilities.

Should I use complete sentences when describing jobs? Not usually. Use action phrases instead. Leave out unnecessary words. Try to match your skills and experience with the employer's needs. Do the looks of a resume matter? Absolutely! When sending a resume to an employer or college, don’t skimp. Use white or off-white professional weight paper and black ink. Avoid using colored paper or fancy graphics in your resume unless the job you are applying for is in a career area that might stress this type of formatting (art, graphic design, advertising, etc.) Always print resumes using a quality laser printer.

Note Summary: (Main Topic) ________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3 | H u n t

RESUME TIPS AND SUGGESTIONS

1. Final hiring decisions are rarely based solely upon the resume. The resume is your advertisement (just like the Nike swoosh or McDonald’s arches) that will get you an interview. The resume should be a concise, factual, and positive listing of your education, employment history, and accomplishments. 2. Make sure your resume is PERFECT! It only takes one error in spelling, punctuation, or grammar to cause an employer to stop reading. Ask people to proofread your resume. Go over it with a fine-tooth comb. 3. Limit your resume to one page. Only people with a great deal of related experience should have resumes longer than one page. 4. One inch margins around the page and blank lines between sections will make all the information easier to read. Use a 10-point font size minimum and avoid overuse of italics, bold, and underlining. 5. Since you probably have little work experience, you will want to emphasize your accomplishments in and out of the classroom. Volunteer activities, hobbies, sports, honor roll, and student organizations are things that help define who you are and should be highlighted. List only recent honors and awards unless they are specifically relevant to the position for which you are applying. 6. Present your job objective in a manner that relates both to the company and the job description.7. Sell yourself! Create a good first impression by highlighting skills and abilities appropriate to the position. If you don’t sell yourself, your resume will stay in the pile with all of the others. Separate yourself! 8. Tell the truth and nothing but the truth! Employers will pick up on “little” white lies when they interview you. 9 Choose your words carefully. In a resume, you need to sound positive and confident, neither too aggressive nor overly modest. Do not use “I.” Each description of your responsibilities should begin with a verb. The following words and phrases are intended as suggestions for thinking about your experience and abilities: accomplish; achieve; analyze; adapt; balance; collaborate; coordinate; communicate; compile; conduct; contribute; complete; create; delegate direct; establish; expand; improve; implement; invent; increase; initiate; instruct; lead; organize; participate; perform; present; propose; reorganize; research; set up; supervise; support; train; travel; work (effectively, with others)

For more action verbs, refer to the list of Action Verbs to Strengthen Your Vocabulary. (Handout A in the back of the packet)

Note Summary: (Main Topic) ________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thursday and Friday: My HeritageDo:

o Do Now: Poetry Vocabulary Match-Up

____ 1. Stanza A. Determining the similarities between two or more objects

____ 2. Lines B. The pattern of rhyme in poetry

____ 3. Repetition C. Writing the main idea in your own words

4 | H u n t

____ 4. Rhyme scheme D. The main idea of a particular piece of writing

____ 5. Theme E. Clusters of lines in poetry

____ 6. Implied F. What is expressed indirectly

____ 7. Compare G. Determining the differences between two or more objects

____ 8. Contrast H. Repetition of initial sounds in words (Example: the tall tree tumbled)

____ 9. Alliteration I. The word or words that are repeated in a particular poem

____ 10. Paraphrase J. Writing the main idea in your own words

o Who Am I? Read the poem “Thumbprint” and answer the interpretation questions that follow in the Question(s) section.

o Complete the “I Am” poem worksheet and then write or type it up. Staple your poem to the back of the DLQ. If you will allow me to post it on our board on Friday, I will offer 50 extra credit points.

o Homework: Complete anything you did not complete in class.

Learn:

Students will compare and contrast the characteristics of grandmothers then and now. Students will identify lines and stanzas in poetry. Students will analyze and interpret information in poetry. Students will be able to define and identify the following: stanza, lines, repetition, rhyme scheme or pattern,

and theme, and implied meaning as they relate to poetry. Question(s):

Lineage by Margaret Walker

My grandmothers were strong.They followed plows and bent to toil.They moved through fields sowing seed.They touched earth and grain grew.They were full of sturdiness and singing.My grandmothers were strong.

My grandmothers are full of memoriesSmelling of soap and onions and wet clayWith veins rolling roughly over quick handsThey have many clean words to say.My grandmothers were strong.Why am I not as they?

1. Grammar Exercise on Adjectives- An adjective describes nouns or pronouns. Underline ALL adjectives in the poem Lineage above.

2. Replace the following phrases with a single adjective of the attribute being described:

5 | H u n t

Phrase: Single Adjective: Grandmothers were…“bent to toil””full of sturdiness”“many clean words to say”“full of…and singing”“smelling of soap and onions and wet clay”

3. Journal Entry: Role Models- The poem “Lineage” expresses her comparison to her grandmothers and how she measures up to the qualities that her grandmothers possessed. Who is someone in your family that you compare yourself to? In what ways are you similar and different? In what ways would you like to be like this person or not like to be like this person? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Monday and Tuesday: Individuality and Emotions

o Do Now: (50 points) Read the poem, “Don’t Quit” by Unknown Artist and write the third six-line, rhyming couplet verse.

Don’t Quit

When things go wrong as they sometimes will;When the road you’re trudging seems all uphill;When the funds are low, and the debts are high;And you want to smile, but you have to sigh;When care is pressing you down a bitRest if you must, but don’t you quit.

Success is failure turned inside out;The silver tint of the clouds of doubt;And you can never tell how close you are;It may be near when it seems afar.So, stick to the fight when you’re hardest hit -It’s when things go wrong that you mustn’t quit.

(This verse should personally connect this lesson of “not quitting” to your life. Begin with…)

_For me this means I will… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

o Notes: The difference between Mood and ToneMood is… _____________________________________________________________________________________

6 | H u n t

Tone is… _____________________________________________________________________________________

o Read the poem, “Thumbprint” about individuality and answer the questions that follow.o Group Activity/Game: Thumbprint Comparison- Each group will be “Thumbprinted” on the blank side of the

index card. On the back, write your name and your group number. Groups will then be given a three minute challenge to match the thumbprint to the person in the other group to whom it belongs. All members of the team must leave their hands out in front of them for the entire three minutes-palms up, so the students can see your thumbs. You may NOT pick up any index card during the game…only move it in in front of the owner by scooting it. When the timer sounds, all choices are permanent. The group with the best guesses WINS!

o Homework: None

Question(s):

Thumbprint (poem by Eve Merriam,1916-1992) On the pad of my thumbare whorls. whirls, wheelsin a unique design:mine alone.What a treasure to own! My own flesh, my own feelings.No other, how ever grand or base,can ever contain the same.My signature,thumbing the pages of my time.My universe key,my singularity.Impress, implant, I am my selfof all my atom parts I am the sum.And out of my blood and my brainI make my own sun and rain.Imprint my mark upon the world what ever I shall become.

1. In this poem, the thumbprint most likely represents… ______________________________________________________________________________________________________________________________________________________________________________________

2. What did the author most likely mean when she states, “I make my own sun and rain”? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. The author wants the reader to understand… ______________________________________________________________________________________________________________________________________________________________________________________

4. What does the author say about her thumbprint in line 5? (Her thumbprint is priceless-a treasure.) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Interpret the meaning of lines 15 - 20: "of all my atom parts I am the sum...Whatever I shall become."

7 | H u n t

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What is the theme of this poem? ____________________________________________________________________________________________________________________________________________________________

7. Alliteration: Highlight two examples of alliteration in the poem, “Thumbprint”.8. What word would describe the TONE of this poem and what MOOD did it create for you?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. How does the author feel about individuality? Support your response with a line or lines from the text. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The DebtPaul Laurence Dunbar (1872–1906)

THIS is the debt I payJust for one riotous day,Years of regret and grief,Sorrow without relief.Pay it I will to the end— 5

Until the grave, my friend,Gives me a true release—Gives me the clasp of peace.Slight was the thing I bought,Small was the debt I thought, 10Poor was the loan at best—God! but the interest!

10. How did the author feel in writing this poem? (Tone) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. How did you feel in reading the poem? (Mood) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Journal: List various emotions you feel toward your family:

Positive: Light Negative: Dark

8 | H u n t

13. Journal: What is a “debt” you feel you owe your family or ancestors? Explain. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Wednesday through Friday: My Ability to Achieve

Do:o Do Now: Match the term with its definition

Term: Definition:____ 1. Irony A. Represents itself as well as another thing or idea

____ 2. Symbol B. The feeling the reader gets when reading a piece

____ 3. Imagery C. The feeling the author intended when writing a piece

____ 4. Mood D. The difference between an expected outcome and what actually happens

____ 5. Tone E. The picture the author’s words create for the reader

o Read “I Believe I Can Fly” and focus in on one line or phrase and relate it to the overall theme.o Read “The Road Less Traveled” by Robert Frost and complete the questions and activities that

follow.o Homework: None, except complete any work you did not complete in class and submit your DLQ

by Friday, May 10th.Learn:

Interpret song lyrics and poem and connect to a bigger theme Write a poem about CHOICES using four literary devices learned throughout the unit Analyze the author’s use of irony in a poem

Question(s):

"I Believe I Can Fly"

I used to think that I could not go onAnd life was nothing but an awful song

But now I know the meaning of true loveI'm leaning on the everlasting arms

If I can see it, then I can do itIf I just believe it, there's nothing to it

[Chorus:]I believe I can fly

I believe I can touch the skyI think about it every night and day

Spread my wings and fly awayI believe I can soar

I see me running through that open doorI believe I can flyI believe I can flyI believe I can fly

9 | H u n t

See I was on the verge of breaking downSometimes silence can seem so loud

There are miracles in life I must achieveBut first I know it starts inside of me, oh

If I can see it, then I can be itIf I just believe it, there's nothing to it

[Chorus]

Hey, cause I believe in me, oh

If I can see it, then I can do it (I can do it)If I just believe it, there's nothing to it

[Chorus]

Hey, if I just spread my wingsI can flyI can fly

I can fly, heyIf I just spread my wings

I can fly-eye-eye-eyeHum, fly-eye-eye

1. Find one line or phrase of the song and tell why it is significant to the overall theme of song. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __

The Road Not Taken

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,And that has made all the difference.

10 | H u n t

Robert Frost

2. Imagery Activity: Draw what you see as you read the poem, “The Road Not Taken” - It can be literal or interpretive. Staple it to the back of this DLQ. Put your name, group, and period on the back of your drawing. (If I select your drawing, you can get up to 50 extra credit points)

3. What is the significance of the “Y” in the word “yellow” to the overall theme of this poem? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What is symbolized by the “undergrowth”? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What do you think motivates the speaker’s actions or choice? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Tell about a time when you stood at a crossroad in your life. Metaphorically, describe the one choice and then the other. Extend your metaphor by describing and comparing the landscape of the both roads. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11 | H u n t

12 | H u n t

13 | H u n t

14 | H u n t

15 | H u n t

16 | H u n t

17 | H u n t

18 | H u n t

19 | H u n t