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Day 3: Attention to Detail + Resume Revision

Lesson Overview
Time 50 minutes
Objectives Practice attention to detail through the H&L Powerskills script-fix activity; refine resume through peer review using Two Stars and a Wish
TEKS d(7)(A), d(1)(C)
Deliverable Revised resume v2 in Xello + fixed commercial script with added details
Materials Chromebooks, Xello accounts, H&L Workbook (Ch 4, pp. 59-60 Attention to Detail), printed peer review form

Warm-Up (5 min)

WARM-UP: If you were hiring someone for your dream job, what TWO things would you look for first when you read their resume?

Take 4-5 student responses. Bridge to today: employers care about details. Typos, missing information, vague claims, these kill resumes. Today's Powerskills activity is about catching missing details before they cost you a job.

Activity 1: H&L Powerskill — Attention to Detail (20 min)

Source: H&L Workbook Ch 4, pp. 59-60, "Powerskill: Attention to Detail"

Introduce the activity using the workbook framing: "Attention to detail means noticing small things, making sure everything is correct, and including important details from the start. It helps you catch mistakes before they happen and ensures your work is complete and accurate."

The workbook scenario: students work for a media company. A new TV commercial was just created for a kitchen gadget. Their team is concerned that the commercial does not have all the details needed. Their job is to fix it.

Step 1: Read the Script (5 min)

Students read the workbook script (Ch 4, p. 59): "The Best Thing Ever!", featuring two characters JORDAN and LUCIA in a kitchen. The script is intentionally vague:

  • JORDAN holds up a product and says everything has changed
  • LUCIA asks if it works, JORDAN says yes
  • LUCIA asks how, JORDAN says "open it up, follow the instructions, you'll see the difference"
  • The screen fades to a logo and the tagline "The Best Thing Ever. Try It Today!"

The whole script never says what the product IS, what it DOES, where to BUY it, or why you would WANT it.

Step 2: Identify Missing Details (5 min)

Students list the missing details. Use the workbook's prompt questions:

  • What is the product? How does it work?
  • Why should people buy it? Where can you buy it?
  • What is the tagline or brand name?

Students work individually or in pairs. They write a list of 4-6 missing details.

Step 3: Rewrite the Script (10 min)

Students rewrite the script in the workbook space (or a digital tool). The rewritten script must add:

  • A specific product (a juicer, a smart toaster, a vegetable chopper, etc.)
  • A clear explanation of how it works
  • A reason people would want to buy it
  • Where to buy it
  • A real tagline and brand name

The rewritten script should sound like an actual commercial, under 60 seconds when read aloud.

Facilitation Tip

Show a quick example on the board before students start: take JORDAN's first line and rewrite it specifically. "Lucia, ever since I started using the SmartJuicer 3000, my mornings have completely changed!" The shift from vague to specific is the whole skill. Students will mimic the format once they see it.

DOK 2: Why would a commercial without specific details fail? What would happen if a real company aired a commercial like the original script?

Connection to resumes: This same skill applies to the resume work students are doing this week. A resume that says "good with computers" is the original script. A resume that says "Used Canva and Adobe Express to design 5 school posters" is the rewritten script. Specific = stronger.

Activity 2: Resume Peer Review (15 min)

Source: Xello Resume Builder + Two Stars and a Wish strategy

Pair students up. They trade Chromebooks (or pull each other's resume up on Xello). Each student reads their partner's resume like an employer would and writes feedback using the Two Stars and a Wish format:

Two Stars (specific strengths):

  • "Your skills section is strong because you listed specific software (Canva, Google Slides) instead of just 'computers.'"
  • "Your career objective is clear and specific."

One Wish (specific improvement):

  • "Your activities section is empty. I know you do TSA. Add it!"
  • "Your career objective says 'I want a job.' Make it specific to a type of job."

The teacher distributes a printed peer review form OR students write feedback directly on a sticky note. Specific feedback only, vague comments ("looks good") are sent back.

Facilitation Tip

Walk around with one question: "Show me ONE specific change your partner suggested that you actually made." Hold students accountable to acting on the feedback, not just receiving it.

Activity 3: Resume Revision (8 min)

Students apply the peer feedback to their Xello resume. They strengthen weak sections, add missing items, and fix any vague language.

Goal: Every student leaves Day 3 with a noticeably stronger resume than when they walked in.

DOK 3: What is the connection between the Attention to Detail script-fix activity and your resume revision today? Both required you to look for what was MISSING and add specifics. Why does this skill matter for any job?

DELIVERABLE: Revised resume v2 saved in Xello + fixed commercial script (in workbook or digital).

Exit Ticket (2 min)

EXIT TICKET (Short Constructed Response) · Printable PDF:

  1. ONE specific change I made to my resume based on PEER FEEDBACK:

Change: ___________

  1. ONE missing detail I added to the COMMERCIAL SCRIPT:

Missing detail: _____________

  1. In one sentence, what do the resume revision AND the commercial-script rewrite have IN COMMON as skills?
  1. ONE specific action verb (organized / led / created / designed / managed) I now use on my resume where I previously used vague language:

(d(7)(A))

Differentiation

  • Support: Provide a "Resume Revision Checklist", 5 yes/no questions ("Is your career objective specific? Did you list at least 3 skills? Did you list at least 2 activities? Did you list any community service? Did you spell-check?"). Students self-check before peer review.
  • Extension: Students rewrite the commercial script for TWO different products and compare which one is more persuasive. They identify which details matter most.
  • ELL: The script-fix activity is great ELL practice, it explicitly trains students to add concrete details. Pair ESL students with bilingual peers for the resume peer review. Allow the rewritten script to be in Spanish or bilingual.