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Lesson Plan

Book Report Alternative: Writing Resumes for Characters in Historical Fiction

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Book Report Alternative: Writing Resumes for Characters in Historical Fiction

Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Three 50-minute sessions
Lesson Author

Lisa Storm Fink

Lisa Storm Fink

Urbana, Illinois

Publisher

National Council of Teachers of English

 

Student Objectives

Session One

Session Two

Session Three

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • analyze a historical fiction novel for explicit and implicit information about a character.

  • identify character traits.

  • research career options appropriate to the setting of a historical fiction novel.

  • synthesize character information to identify an appropriate job.

  • write a resume outlining the character's qualifications for the job.

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Session One

  1. Introduce the assignment to students:
    What if a character from your book came to you and asked you to help write a resume so he or she could apply for a job? What would you need to know to help that character? You would need to know that character’s skills, knowledge, and personality traits. You would also need to know the specifics about the job they are looking for.

    You will be writing a resume for a character selected from a historical fiction novel you’ve read. To research this topic, you will investigate want ads to see what employers want and the setting of your novel to determine the kinds of jobs that were available in the time and place of the story. After that, you will choose a character from historical fiction. You will then brainstorm everything you know about your character, with the final step being to turn that information into a resume.
  2. Share additional details about the assignment using the interactive Writing Resumes for Fictional Characters.

  3. Model the process for students, so that they have an example for the activity. First, choose a character from a historical fiction novel that students are familiar with. For this activity, we’re using Sarah Elisabeth Wheaton, the protagonist of Sarah, Plain and Tall.

  4. Write down everything you already know about the character. Encourage students to think about what the character says, does, and thinks as well as what we know about the character from other characters and the narrator. For instance, Sarah is strong and hard-working. She cares about others and has taken care of family members (her brother and aunts). She’s also an artist who knows a lot about the ocean.

  5. Additionally, brainstorm the kinds of jobs represented in the novel or appropriate for the setting of the novel. In Sarah, Plain and Tall, students can point directly to Jacob’s want ad for a wife, but there are additional jobs that Sarah would be qualified for. For example, Sarah is an artist and might draw portraits. She’s also a good housekeeper. All these jobs are tasks that a woman like Sarah could do in Kansas or Maine in 1910.

  6. Using the brainstormed ideas, lead a class discussion where you construct a sample resume. Distribute copies of the Sarah Wheaton’s Resume to the class, and explain the assignment. If desired, distribute copies of the Careers for Characters Rubric and/or the Resume Component Checklist as well and discuss the assessment criteria.

  7. For homework, have students gather information on the character that they’ve chosen from the novel and jobs for the setting of their novel they’ve read before Session Two begins. If desired, add a session to the lesson so that students can spend time doing library research on the time period and location of their novel to learn more about possible occupations for the setting of their novels.

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Session Two

  1. Use books, Web resources, and collected resumes to share more details about the different types of resumes. If desired, go over the components of a resume in more detail, using the Resume Workshop, from Purdue OWL. Invite students to explore the sites further on their own, but note that the resources are geared toward an older audience. The resources include sample resumes.

  2. Give students time to look at sample resumes you or your class has collected. Ask them to identify those that have a style or format you might like to imitate or borrow. See how much detail each type of resume includes.

  3. Explore online classified ads to consider job opportunities. Be sure to consider how the jobs would be different in the setting of your novel.

  4. Distribute the Resume Writing Tips handout to review what to include and what not to include. If desired, review with the interactive Writing Resumes for Fictional Characters.

  5. Write an objective for the resume, based on information gathered about the character in Session One. Even if students do not plan to use a Job Objective in their resumes, this step will help them decide what information is needed and what can be safely omitted.

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Session Three

  1. Distribute the Resume Component Checklist. Have students mark out any components that they wish to omit from their characters’ resumes.

  2. Explain that during this session, students will arrange the character’s resume information in chronological order, functional format, or another appropriate form.

  3. Have plenty of sample resumes on hand for students to consult as they work. Encourage students to try out different formats to fit their texts.

  4. Using the word processing software, students can transfer their rough drafts to the computer. Microsoft Word has templates that will provide a framework, and with even more ideas.

  5. By the end of the class, students should have printed and submitted their final designs.

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EXTENSIONS

  • Have the students write a resume to get promoted to the next grade level. Have teachers from the next level provide feedback.

  • Have students share their character resumes with the class. Have the audience pretend to be potential employers. Take a vote to see if the characters would be hired based on their resumes.

  • Based on student need and experience, you might add a minilesson that will help students strengthen their word choice. The Purdue OWL resource Action Verbs to Describe Skills, Jobs, and Accomplishments in Employment Documents provides a great list of strong, action verbs that are appropriate for resumes. Demonstrate the process of revising for stronger word choice, using the list and modeling how to use the dictionary and thesaurus as necessary. Divide students into small groups, and challenge them to add at least three action words to each character resume. Students can revise and submit their documents at the end of class or the beginning of the next session.

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STUDENT ASSESSMENT/REFLECTIONS

  • Informal feedback can come from students who respond to the character resumes and then search out the related book is excellent feedback for students. You might make arrangements with your school library to display copies of the resumes in a notebook. Students looking for something to read can then browse through the notebook for suggestions.

  • Interview students, asking them to explain why certain choices were made concerning the job objective, format choices, word choice, and voice.

  • For more formal assessment, use the Resume Component Checklist or the Careers for Characters Rubric.

 

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