Photograph of jigsaw puzzle pieces.

CareerStart lessons: Grade seven

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

Learning outcomes

Students will read, interpret, and complete employment applications and resumés.

Teacher preparation

Time required for lesson

75 minutes

Materials needed

  • Overhead or multimedia projector
  • Student handouts:
    • Resumé example
    • Resumé template
    • Practice employment application
  • One copy of each student handout copied as a transparency
  • Computers with internet access to access the Occupational Outlook Handbook
  • Optional: If you don’t have access to computers, you may print overviews of the careers discussed in this lesson and hand them out to students.


  1. As a class, brainstorm the kinds of information employers need to know to make a hiring decision. (Answers may include educational background, work history, etc.) Explain to students that resumés and applications are ways to convey this information, and employers (human resources, personnel) use resumés and applications to make employment decisions.
  2. Guided Practice: Use the projector to display the practice employment application to the class. Demonstrate how to complete the application by filling it in on the overhead. Explain and discuss each section as you fill it in.
  3. After completing the application, display the resumé example on the board. Explain and discuss each part of the resumé (objective, background, education, etc.)
  4. Independent Practice: Distribute the student handouts. Have the students complete an employment application and resumé for one of the following careers, based on the linked information provided in the Bureau of Labor Statistics’ Occupational Outlook Handbook:
  5. Put students into mixed groups — each group should have some students who completed a resumé and application for a medical job and some who completed a resumé and application for a construction job. Have the students compare and contrast that resumés and applications for both a medical and a construction job.
  6. Conclude with a class discussion about how applications and resumés may differ depending on the kind of job being applied for. Ask the students what kinds of things may be needed on one kind of application that may not be needed on another. Discuss the different kinds of education necessary for the jobs discussed in this lesson.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 7

  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.

Guidance (2001)

Grade 6–8

  • Goal 4: Acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
    • Objective 4.01: Develop skills to locate, evaluate, and interpret career information.
  • Goal 5: Employ strategies to achieve future career success and satisfaction.
    • Objective 5.08: Use employability and job readiness skills in work-based learning experiences.

  • North Carolina Essential Standards
    • Guidance (2010)
      • Progressing

        • P.CR.1 Understand the meaning and importance of career self-awareness and career goals. P.CR.1.1 Explain how personal skills, interests, and abilities relate to current career plans. P.CR.1.2 Develop a competency plan in your chosen career areas. P.CR.1.3...
        • P.CR.2 Understand the relationship among career goals and interests, personal interests, aptitudes, and abilities. P.CR.2.1 Maintain a career-planning portfolio. P.CR.2.2 Use research and information resources to obtain career information.