Beacon Lesson Plan Library

Gas Money

Catyn Coburn


Students write, edit and produce resumés and cover letters in final form.


The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.


-Instruction Sheet (See attached file)
-Personal Fact Sheet (See attached file)
-Assessment Rubric
-Computer with word processing software and display
-Examples of resumes and cover letters


1. Duplicate materials needed for activity before the class begins.
2. Locate quality resumes and cover letters as examples.
3. Secure a computer lab.
4. Set up display method, either through a computer or overhead with transparency.


Students produce two final documents that have been carefully edited. They will self-evaluate their work utilizing a rubric and a reflection response.

Authentic Context:
You have just reached your sixteenth birthday and received your driver’s license. Your father has told you that he will buy you a car and pay for car maintenance, but you must be responsible for the gas and insurance. You now must create a cover letter and a resumé so that you can get a job that will pay for these new expenses.

1. Facilitate a discussion of the purpose of a resumé. Be sure to bring in the intended audience and discuss first impressions.

2. Facilitate a discussion of the purpose of a cover letter. Again, talk about the intended audience, emphasizing the specific purpose of including one.

3. Model writing a resumé with the class using the Instruction sheet. This can be done on the computer or use the resume as an overhead. Point out 'things not to do' such as crossing out, lying, exaggerating, etc.

4. Show examples and non-examples of quality resumés to the class; the class discusses the elements of each. Ask students why this information might be included on a resume.

5. Show examples and non-examples of quality cover letters to the class; the class discusses the elements of each. Review the purpose and the 'first impression' rule.

6. Distribute and discusses the Personal Fact Sheets with the students.

7. As a class, use one Personal Fact Sheet to formulate a practice resumé and cover letter together. Remind students of their reason for writing one. (gas money)

8. Use the rubric provided to evaluate the practice resumé and cover letter that was written by the entire class and the teacher.

9. Utilizing the Personal Fact Sheet, the Instruction Sheet and the assessment rubric, students complete a draft version of their resumés and cover letters for peer/teacher editing.

10. After looking at corrected drafts of the resumés and cover letters students prepare the final versions of their cover letters and resumés on a word processor and present these to the teacher.


Assess the students' resumes and cover letters using the rubric in the associated file. Allow students who have great difficulty additional practice after giving them feedback. Note: this lesson only assesses on type of writing for a specific purpose or audience.


Invite a member of the business community to discuss the elements of quality resumés.
Return to the Beacon Lesson Plan Library.