cover letter lesson plan ppt

Resumes and Cover Letters for High School Students

• Resources & Preparation
• Instructional Plan
• Related Resources

Today's high school students must market their experiences, skills, achievements, and accolades to set them apart from others when applying to college or for a job. This lesson takes students through the steps of creating an effective resume and cover letter using ReadWriteThink's Resume Generator and Letter Generator.

Featured Resources

• Resume Generator : This ReadWriteThink resource takes students through the process of creating a resume one step at a time.  
• Letter Generator : This ReadWriteThink resource helps students create a professional cover letter.  
• Sample High School Resumes and Cover Letters : These realistic resumes and cover letters help students visualize and generate content for their own documents.

From Theory to Practice

Common core standards.

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

Materials and Technology

• LCD Projector  
• Computers with Internet access
• The 3 Fs of Resume Writing  
• My Resume Ideas: Getting Started  
• Steps to Creating a Cover Letter  
• Sample High School Resumes and Cover Letters  
• Resume / Cover Letter Rubric  
• Visualizing Your Resume: Graphic Organizer  
• Visualizing Your Cover Letter: Graphic Organizer

Preparation

• Prepare copies of the  Sample High School Resumes and Cover Letters printout so that students may review it.  
• Reserve space in a classroom that has access to the Internet, specifically ReadWriteThink’s  Resume Generator and Letter Generator .  
• Prepare copies of the following printouts: The 3 Fs of Resume Writing , My Resume Ideas: Getting Started , Steps to Creating a Cover Letter , Sample High School Resumes and Cover Letters, Visualizing Your Resume: Graphic Organizer , and Visualizing Your Cover Letter: Graphic Organizer .

Student Objectives

Students will

• Understand the function, form, and effectiveness of a resume by examining and discussing sample resumes with their classmates  
• Demonstrate the importance of rhetorical situations by selling themselves to a defined audience  
• Develop a working resume by using the Resume Generator  
• Recognize how a cover letter works in conjunction with a resume by drafting them for a similar purpose  
• Write a cover letter by using the Letter Generator

Lesson 1: What is a Resume?

• Introduce students to resumes as a genre of writing: professional writing. Discuss how this is different from academic genres in that it serves a different purpose and is intended for a different audience. In short, it is a type of writing by an author who is trying to get something. As a result, it is an extremely persuasive style of writing. Share examples of when a person would need a resume, such as applying for a job, a scholarship, or an award, or when creating a portfolio of one’s work.  
• Prepare students to understand the purpose of a resume, including its F unction, F orm, and (e) F fectiveness (the 3 Fs). Take an informal poll of the class, asking who has heard of a resume before this class, who has seen one, and who has one of their own. Based on the results, you may ask students to share their experiences to add to the conversation.  
• Function: The function of a resume is to inform the audience about you in order to accomplish something. What you’re trying to accomplish depends on what you’re trying to do. This might include getting a job, getting into college, winning a scholarship, or being selected for an internship. There are many reasons to show people your resume.  
• Form: Resumes need to look a certain way. This is considered their form. People who read resumes expect them to include specific information, such as your name, address, contact information, education, past jobs, volunteer experience, and special skills. If a resume does not look like a traditional resume, the reader may be confused and think the writer is not educated about writing proper resumes.  
• (e)Ffectiveness: For a resume to be effective, it must demonstrate your knowledge of both function and form. An effective resume - Has a clear purpose that shows why you are writing it - Is visually appropriate and appealing, or easy to read - Includes all the necessary information about the writer - Is grammatically correct with no errors in punctuation or spelling
• Share copies of the resume printout. You might begin discussing these by putting students into small groups first to review. Tell them to identify what they see as the 3 Fs: Function, Form, and (e)Ffectiveness.  
• Return together as a class, and discuss each F and how students determined what it was.

Lesson 2: Developing Content for Your Resume

• Review the  The 3 Fs of Resume Writing from the previous lesson.  
• Discuss the two types of resume: chronological and functional. Ask students which style they think is best for them.  
• Show the sample resumes from the previous lesson. Ask students to identify which one is chronological and which one is functional.  
• Share online resume reference sites such as  College Admissions High School Resume and  High School Students Need a Resume Too with the class to present additional ways of thinking about the construction of resumes. (If you are not in a computer lab or a room with Internet access, tell students to view these sites later on their own.)  
• Have students brainstorm content for their resumes using the printout  My Resume Ideas: Getting Started as a guide.  
• Begin completing the parts of the printout. Move around the room answering questions as students work.  
• Ask students to complete the printout on their own before the next lesson.

Lesson 3: Defining Audience and Purpose

• Have students take out their completed  My Resume Ideas: Getting Started printout. Put them into small groups to share their work with others.  
• What was easy about filling this out? What was difficult?
• What sections contained the most and least information? Why?
• The audience refers to anyone who will review the resume, so we must consider all audiences, both primary and secondary.
• The purpose refers to why the audience is looking at the resume and what they will be looking for, so we must ask ourselves what they want to read.

Lesson 4: Using Resume Builder

• Take students to a computer lab with access to the Internet and  Resume Generator to complete this lesson. Have them log into the Resume Builder site. As they do so, remind them about the time limit for creating their draft in class. They should structure their time accordingly.  
• Using their notes from the  My Resume Ideas: Getting Started printout, ask students to go through the process of entering their information. Show students the features of the tool, from the additional information about resumes on the first page to the audio feature accompanying the site that enables them to hear the information aloud.  
• When they have completed their resumes, have students save them and also print a copy to bring to the next class.

Lesson 5: Peer Review

• Ask students to take out the printed copies of their resumes. Discuss how resumes today can be printed and submitted to the audience, as they have prepared, but they can also be submitted electronically. In that case, the resume writer needs to understand how to save a resume as a .pdf or how to create a resume with very little formatting, with only the basic information listed and no fancy spacing or bullets used. Connect this to their use of Resume Generator , and discuss how this would be similar to or different from what they just did.  
• Put students into small groups to peer review their resumes. Encourage students to review their peers’ resumes for the 3Fs: Function, Form, and (e)Ffectiveness.

Lesson 6: What is a Cover Letter?

• What did you like about using Resume Builder to create your resume?  
• What did you find particularly easy or difficult about the process?  
• What do you like or dislike about your completed resume? d. What would you like to change about it?  
• Function: Cover letters accompany resumes to introduce the reader of the resume to the writer. They personalize the resume, allowing the writer to provide more detail about him- or herself and any relevant experience. Many people think of cover letters as a way for the writer’s true voice to come through.  
• Form: Like resumes, cover letters also have a typical form: that of a business letter. The writer has to know the correct placement of the heading, date, salutation, body paragraphs, closing, and signature. Readers expect a cover letter to have certain features. If they aren’t included, the reader may think the writer is not knowledgeable and, therefore, not ready for whatever he or she is trying to accomplish by submitting the cover letter and resume.  
• Has a clear purpose that shows why you are writing it  
• Is visually appropriate and appealing, or easy to read  
• Includes additional relevant information about the writer  
• Is grammatically correct with no errors in punctuation or spelling  
• Share an online reference about cover letters, such as Sample Cover Letter for High School Students , to support the present discussion, and raise or discuss any questions as a result of it. (If you are not in a computer lab or a room with Internet access, tell students to view this site later on their own.)  
• Show the sample cover letters written by high school students in the  Sample High School Resumes and Cover Letters printout. Discuss these with the students in relation to the 3 Fs: What is the function of the cover letter (its purpose), what is unique about its form (design), and how effective do students think this cover letter will be?

Lesson 7: Developing Your Cover Letter

• Explain to students that they are going to create a rough outline of a cover letter that could accompany their resume. Provide the  Visualizing Your Cover Letter: Graphic Organizer printout to fill out. They may do this individually or in small groups. Move around the room responding to students’ work and offering suggestions.  
• Once students have a good start on this, provide the more detailed  Steps to Creating a Cover Letter printout. Students should use this to create a draft of their cover letters, due at the next class. Remind students that their time in the lab during the next session will be limited, so they need to have a full draft completed.

Lesson 8: Finishing Your Cover Letter

• Once again, have students meet in the computer lab to type their cover letters using the  Steps to Creating a Cover Letter printout and Letter Generator . You may want to remind them about their time constraints and the need to organize their time.  
• Using Letter Generator, have students transform their drafts into finished cover letters.  
• Make sure students save their work and also print a copy.  
• At the end of class, ask students to submit their resumes and cover letters to you for a grade. Use the  Resume / Cover Letter Rubric to assist you in assigning a grade.
• Have students submit first and second drafts of the resume and cover letter to you for comments or an early grade, additional revision, and a new/final grade.  
• Do more detailed work with cover letters, including researching jobs and researching examples of cover letters for specific jobs. Then have students write cover letters tailored to these jobs.  
• Include a discussion of writing essays and personal statements for college applications.  
• Connect discussions of resume and cover letter writing to students’ college aspirations, including their ideas for majors, careers, courses, and activities to become involved in. You may consider reviewing online resources, including ACT .

Student Assessment / Reflections

• Review students’ printouts for The 3 Fs of Resume Writing, My Resume Ideas: Getting Started, Visualizing Your Resume: Graphic Organizer, Visualizing Your Cover Letter: Graphic Organizer, and Steps to Creating a Cover Letter after each lesson in which they are used or collected. Make sure students are correctly identifying the parts and including information as needed. If a pattern of errors or misunderstandings occurs, review them with students at the beginning of the next lesson.  
• Collect typed drafts of students’ resumes and cover letters as created using the Resume Generator and Letter Generator. Review and grade them using the Resume/Cover Letter Rubric. Address the grade and comments when returning the resumes and cover letters to students, especially if students are allowed to revise for a new grade.

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Cover letter.

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Presentation on theme: "Cover letter."— Presentation transcript:

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How to Write a Cover Letter

Explain your skills and experiences to a potential employer by writing a compelling cover letter in Google Docs.

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How to Write a Cover Letter

Writing in English

In this lesson, students learn how to write three types of cover letters. They learn about formatting and useful vocabulary and review important dos and don’ts. We recommend using this lesson after our How to Write a Resume lesson.

Note: In the Teacher PDF, there are two additional sample cover letters. After the discussion on page 9, you can share the alternate sample letters (inquiring/networking) that are available on the last two pages of the PDF.

Cover Letter Lesson Plan

Sharon has an Masters of Science in Mathematics and a Masters in Education

Table of Contents

Learning objectives, key vocabulary, curriculum standards, instructions, related lessons.

After this lesson, students will be able to:

• understand the importance and uses of a cover letter
• name and identify the parts of an exemplary cover letter
• outline a sample cover letter

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• samples of different cover letters, enough for each student
• cover letter
• selling point
• CCSS.ELA-Literacy.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-Literacy.CCRA.W.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

• Explore background knowledge among students by asking how many have applied for jobs. Ask if any have written a resume or cover letter. Discuss experiences.
• Show your class the video lesson The Cover Letter: Importance, Details & Format .
• What does a cover letter contain?
• Why are cover letters important?
• Why do cover letters need to be short and direct?
• What is a selling point and why is it important?
• What are some examples of selling points?
• Next, review the parts of the cover letter by listing the parts on the board--'Heading,' 'First Paragraph,' 'Second Paragraph,' 'Third Paragraph', and 'Closing.' Have students recall aspects of these parts of a cover letter, such as lengths and what each section should include, and write out such details on the board.
• Pass out copies of sample cover letters. Have students work individually, in partners, or in small groups to analyze the samples, notating the components of cover letters along the side. Guide students as they evaluate the effectiveness of language used in the samples and make notations for later use.
• Ask students to reflect on their own experiences in terms of cover letters. Brainstorm ideas for 5-10 minutes, having students point out possible skills and experiences they might include in their own cover letters.
• Next, have students create their own cover letters by creating an outline and filling it in from the heading to the closing. These might be fictional cover letters if students have no experience or skills to refer to. They may use the brainstormed ideas to fill in each section.
• Circulate the room to answer questions and offer support while students work.
• Invite a human resource specialist into your classroom to discuss the importance of cover letters, resumes, and other professional documents.
• Practice interview skills by role-playing; create scenarios and allow students to practice answering sample interview questions.
• Parts of Your Resume: Sections & Relevant Information
• Formatting Your Resume: Layout & Distribution Types
• Tailoring the Content of Your Resume for a Job

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Writing a Cover Letter

Subject: Personal, social and health education

Age range: 11-14

Resource type: Lesson (complete)

Last updated

14 March 2024

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Writing a Cover Letter . Careers and Financial education Lesson designed by a L6 Qualified Careers Guidance Leader. Editable 14+ slide PowerPoint Lesson. Lesson includes: Lesson Assessment, Student Resources, Signposting to extra support services. Bonus Homework Activity and links to our videos and much more.

Careers Learning Outcomes: Understand the purpose of a cover letter Explain the structure of a cover letter Apply correct structure and content to your personal cover letter

Some Careers and finance linked Key Terms Covered Formal, Your sincerely, Yours faithfully

Careers and Finance Assessment Objectives I understand the purpose of a cover letter I can explain the structure of a cover letter I can apply correct structure and content to my personal cover letter

Skills Builder Framework Creativity

CDI Framework Manage Career

Be Ofsted and DfE compliant with our resources! Product Code: 1727713939

✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯ Each Careers Lesson Pack Contains: 1 Fully Editable PowerPoint (Learning Outcomes, Confidence Checkers, Assessment of Learning, Variety of Tasks, Video Embedded URL Clips, Engaging Premium Quality Slides, Extra Support careers Websites, Challenging & Thoughtful Questioning) Student Worksheet(s) are included with some lessons Homework Activity Assessment Opportunity (Confidence Checker) Teacher Notes (On some slides) Focus on literacy 1 Hours worth of activities - including timings for every activity ✯✯✯✯✯✯✯✯✯✯✯✯✯✯✯

Why not try out some of our other highly rated secondary careers units: ☞ Year 7 Gatsby Benchmark Careers in Context Unit ☞ Year 8 Gatsby Benchmark Careers in Context Unit ☞ Year 9 Gatsby Benchmark Careers in Context Unit ☞ Year 10 Gatsby Benchmark Careers in Context Unit ☞ Year 11 Gatsby Benchmark Careers in Context Unit ☞ Year 12 Gatsby Benchmark Finance & Careers in Context Unit ☞ Year 13 Gatsby Benchmark Finance & Careers in Context Unit

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Career Management- PSHE / Careers Unit

Careers Management - Cre8tive Careers New Unit This is a 7 lesson Careers / PSHE unit for secondary schools. **Contents** 7 Lesson Packs (See below for Contents) 1 x Aiming High Smart Targets Assembly 1 x Set of Maths Careers Posters 1 x Post 16 Uni and Careers Quiz **Lesson Topics** * Post 16 Options * What are A Level's and How can prepare for them * Traineeships Explained (pros and Cons etc) * Apprenticeships Explained (pro's and Cons) * Writing a cover Letter - Top tips * Working Hours for 15 - 18 the law and rules * choosing a degree and longer term Career planning **Each Lesson Pack Contains:** * 1 Fully Editable PowerPoint (Learning Outcomes, Confidence Checkers, Assessment of Learning, Variety of Tasks, Video Embedded URL Clips, Engaging Premium Quality Slides, Extra Support careers Websites, Challenging & Thoughtful Questioning) * Student Worksheet(s) are included with some lessons * Homework Activity * Assessment Opportunity (Confidence Checker) * Teacher Notes (On some slides) * Focus on literacy * 1 Hours worth of activities - including timings for every activity **Learning Outcomes for the unit ** To understand the options available to me at the end of Year 11. To consider how I can make the best choice for me. To understand the application process for post 16 options. Understand what A Levels are Know how I can prepare for my A Levels Understand where A Levels could lead me to in the future To understand what traineeships are, the benefits of doing a traineeship and the potential impact on career progression To understand what apprenticeships are, the benefits of doing an apprenticeship and the potential impact on career progression Understand the purpose of a cover letter Explain the structure of a cover letter Apply correct structure and content to your personal cover letter Know the rules for young employees Know the range of jobs available to young people Research local jobs available to you To consider what options I need to make to plan my future. To understand how to choose a degree. To understand what else is required for a successful future, alongside qualifications. **Why not try out some of our other highly rated Secondary Careers Units:** ☞ [Year 7 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/ks3-careers-unit-gatsby-benchmark-standards-12220690) ☞ [Year 8 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/careers-and-gatsby-benchmarks-cdi-unit-12256205) ☞ [Year 9 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/cre8tive-careers-year-9-unit-cdi-gatsby-benchmarks-12304111) ☞ [Year 10 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/ks3-careers-unit-gatsby-benchmark-standards-12220690) ☞ [Year 11 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/year-11-careers-unit-12168193) ☞ [Year 12 Gatsby Benchmark Finance & Careers in Context Unit ](https://www.tes.com/teaching-resource/y12-cre8tive-careers-unit-12306381) ☞ [Year 13 Gatsby Benchmark Finance & Careers in Context Unit ](https://www.tes.com/teaching-resource/y13-cre8tive-careers-unit-cdi-gatsby-benchmark-12306383) Be Ofsted and DfE PSHE 2020 ready with our resources! Product Code: C8/NEW/CA/FI

KS4 Careers and Finance Lessons

KS4 Careers and Finance Lessons 2 x Units Financial planning for my Future - Cre8tive Careers Careers Management - Cre8tive Careers This is a 14 lesson Careers / PSHE double unit for secondary schools. These New lessons are mapped to both the new CDI framework and the skills builder framework. Every lesson comes with Homework opportunities and will help support your school in achieving Gatsby Benchmark 4. **Contents** 14 Lesson Packs (See below for Contents) 1 x Positive Female Role Models Assembly 1 x Finance and Careers Quiz 1 x Health and Wellbeing Escape Room 1 x Aiming High Smart Targets Assembly 1 x Set of Maths Careers Posters 1 x Post 16 Uni and Careers Quiz **Lesson Topics** * Buy now Pay later schemes * Developing Your personal Brand * What is a mortgage? why are they important * What to expect from my pay day * Why do people buy on Credit? Risks involved , the benefits – the higher costs * Transitioning from studying to working (First Job, Expectations, Professionalism etc) * Applying For Jobs (Job adverts, possible tests, likely interview Questions * Post 16 Options * What are A Level’s and How can prepare for them * Traineeships Explained (pros and Cons etc) * Apprenticeships Explained (pro’s and Cons) * Writing a cover Letter - Top tips * Working Hours for 15 - 18 the law and rules * choosing a degree and longer term Career planning **Each Lesson Pack Contains:** * 1 Fully Editable PowerPoint (Learning Outcomes, Confidence Checkers, Assessment of Learning, Variety of Tasks, Video Embedded URL Clips, Engaging Premium Quality Slides, Extra Support careers Websites, Challenging & Thoughtful Questioning) * Student Worksheet(s) are included with some lessons * Homework Activity * Assessment Opportunity (Confidence Checker) * Teacher Notes (On some slides) * Focus on literacy * 1 Hours worth of activities - including timings for every activity **Learning Outcomes for the unit ** Students will consider Buy now, Pay later schemes, including; what are they what do they offer how they make money why to avoid them To understand what a personal brand is. To consider how we can develop our own personal brands. To think about why being authentic matters. Understand the difference between renting and buying Know the benefits of renting and buying Summarise the process of getting a mortgage Know what a pay slip is Understand how to read the key information on a pay slip Understand factors besides pay for job satisfaction Understand what credit is Understand risks involved in credit Explain the benefits of credit Understand which skills are transferable from study to work Identify additional skills required for the workplace Explain how to successfully transition from study to work Know where to find job adverts Understand tests as part of the application process Understand possible interview questions for a job advert **Why not try out some of our other highly rated Secondary Careers Units:** ☞ [Year 7 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/ks3-careers-unit-gatsby-benchmark-standards-12220690) ☞ [Year 8 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/careers-and-gatsby-benchmarks-cdi-unit-12256205) ☞ [Year 9 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/cre8tive-careers-year-9-unit-cdi-gatsby-benchmarks-12304111) ☞ [Year 10 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/ks3-careers-unit-gatsby-benchmark-standards-12220690) ☞ [Year 11 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/year-11-careers-unit-12168193) ☞ [Year 12 Gatsby Benchmark Finance & Careers in Context Unit ](https://www.tes.com/teaching-resource/y12-cre8tive-careers-unit-12306381) ☞ [Year 13 Gatsby Benchmark Finance & Careers in Context Unit ](https://www.tes.com/teaching-resource/y13-cre8tive-careers-unit-cdi-gatsby-benchmark-12306383)

Sixth Form KS5 Careers Management + University

Year 12 Careers Personal Development Unit - Post 16 Careers Management + University This is a 7 lesson new Careers + Finance unit for secondary sixth formers. These new lessons are mapped to the CDI framework and the Skills builder programme. Every lesson comes with homework opportunities and will help support your students to make better decisions and choices. **Careers Bundle Content** 7 x Editable 1 Hour+ Lesson Powerpoints 1 x Printable Student Work Booklet that follows the lessons (Optional Support for PP or SEN Students) 1 x End of Unit Assessment Quiz 1 x Team building Escape Room. **Lesson Topics** * UCAS Process + Top Tips for applying * Student Finance explained + Helplines and Support * Budgeting at Uni - Interactive lesson * Advice for making the most of Sixth Form life * Alternatives to going university inc Gap Years Explored * comparing uni vs world of work in an unbiased way * Confidentiality in the Workplace (Can include also whistle blowing) * Writing a cover Letter - Top tips **Each Careers Lesson Pack Contains:** * 1 Fully Editable PowerPoint (Learning Outcomes, Confidence Checkers, Assessment of Learning, Variety of Tasks, Video Embedded URL Clips, Engaging Premium Quality Slides, Extra Support careers Websites, Challenging & Thoughtful Questioning) * Student Worksheet(s) are included with some lessons * Homework Activity * Assessment Opportunity (Confidence Checker) * Teacher Notes (On some slides) * Focus on literacy * 1 Hours worth of activities - including timings for every activity **Why not try out some of our other highly rated Secondary Careers Units:** ☞ [Year 7 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/ks3-careers-unit-gatsby-benchmark-standards-12220690) ☞ [Year 8 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/careers-and-gatsby-benchmarks-cdi-unit-12256205) ☞ [Year 9 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/cre8tive-careers-year-9-unit-cdi-gatsby-benchmarks-12304111) ☞ [Year 10 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/ks3-careers-unit-gatsby-benchmark-standards-12220690) ☞ [Year 11 Gatsby Benchmark Careers in Context Unit ](https://www.tes.com/teaching-resource/year-11-careers-unit-12168193) ☞ [Year 12 Gatsby Benchmark Finance & Careers in Context Unit ](https://www.tes.com/teaching-resource/y12-cre8tive-careers-unit-12306381) ☞ [Year 13 Gatsby Benchmark Finance & Careers in Context Unit ](https://www.tes.com/teaching-resource/y13-cre8tive-careers-unit-cdi-gatsby-benchmark-12306383) Be Ofsted and DfE PSHE 2020 ready with our resources! Product Code: C8/NEW/PS/FI

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