Professional Documents
Culture Documents
Life
Story
Mikayla
Kwan
001170054
ED3505:
ABC
I
have
always
seen
myself
as
a
math
person.
I
excelled
in
mathematics
throughout
grade
school
and
thoroughly
enjoyed
it.
However,
I
always
had
an
appreciation
for
language,
reading
and
writing
fostered
by
my
early
experiences.
I
enjoyed
reading
throughout
elementary
school
and
fondly
remember
Star
Reading
tests
being
a
point
of
achievement
and
motivation.
My
writing
improved
throughout
middle
school
and
I
enjoyed
the
process
of
writing
in
high
school.
As
I
embarked
into
university,
I
did
not
take
a
specific
language
course
but
I
enjoyed
reading
and
writing
for
my
humanities
classes
such
as
Sociology
and
Religious
Studies.
My
journey
continues
into
the
teaching
profession
as
I
hope
to
learn
how
to
integrate
language
into
my
mathematics
teaching.
My
childhood
was
rich
with
stories.
I
was
fortunate
to
have
parents
that
valued
the
importance
of
reading
to
me
as
a
young
infant
as
well
as
enriching
my
life
with
imagination.
I
remember
as
a
toddler
and
young
child
requesting
stories
off
the
top
of
your
head;
these
stories
were
short
and
spontaneous
but
enriched
my
life
with
language,
often
while
passing
time.
My
listening
skills
were
harnessed
during
these
experience.
Once
I
was
older,
I
began
reciting
stories
off
the
top
of
my
head
to
my
younger
sister
which
made
me
feel
proud
and
accomplished.
The
frequency
of
which
I
was
read
to
is
something
that
many
children
are
not
fortunate
to
experience
and
I
believe
that
this
practice
influenced
not
only
my
literary
skills
but
also
my
general
intelligence.
When
it
came
to
reading,
I
am
not
exactly
sure
when
I
began
to
read;
my
parents
are
unsure
as
well.
Nonetheless,
I
do
remember
utilizing
phonics
software
of
some
variety
to
begin
to
learn
how
to
read
and
write.
I
believe
that
my
use
of
phonics
did
assist
in
my
development.
I
remember
being
a
fan
of
Robert
Munsch,
ordering
as
much
as
I
could
from
Scholastic
Reading
orders
and
even
received
an
anthology
for
Christmas.
Throughout
elementary
it
was
always
a
goal
to
do
better
on
your
STAR
reading
test
and
have
your
reading
level
classified
as
above
grade
level.
Now,
I
do
not
believe
that
this
was
an
entirely
accurate
way
of
judging
our
language
and
reading
levels,
however
it
did
give
students
motivation
to
focus
on
their
reading.
As
I
got
older
and
my
reading
skills
developed,
I
became
interested
in
the
Dear
Canada
series,
partially
because
of
the
historical
context
and
my
ability
to
relate
to
the
age
of
the
first
person
speaker.
I
was
intrigued
by
the
history
and
I
believe
I
enjoyed
reading
them
because
there
was
dual
purpose
in
my
reading.
In
middle
school,
novel
studies
became
the
norm
as
a
way
to
utilize
reading,
writing,
listening
and
even
speaking.
One
novel
study
I
recall
is
on
a
book
I
did
twice,
The
Giver.
During
grade
six,
this
novel
was
read
to
the
class
and
we
did
projects
and
assignments
based
off
the
readings.
At
this
time,
I
did
not
appreciate
the
novel,
partially
I
believe
because
of
my
moral
development.
I
later
read
the
book
as
a
part
of
studying
dystopian
literature
in
the
eighth
grade.
The
second
time
around,
I
appreciated
the
book
much
more
as
I
was
able
to
make
sense
of
some
of
the
moral
conflicts
that
occur
in
the
novel.
More
focus
was
focussed
on
analyzing
the
dystopian
culture
and
comparing
to
other
pieces
of
literature
including
Lord
of
the
Flies
and
1984.
As
I
progressed
through
into
high
school,
I
began
to
use
literature
to
influence
larger
contexts.
I
recall
studying
To
Kill
a
Mockingbird
in
grade
ten
and
then
utilizing
the
time
period
to
create
a
project
around
the
origins
of
blues
music.
I
appreciate
using
literature
as
a
starting
point
to
learn
about
something
completely
different.
Utilizing
what
I
read
into
a
visual
representation
strengthen
the
relationship
between
different
aspects
of
language;
this
practice
of
utilizing
visual
representations
continued
throughout
high
school.
In
high
school,
my
teacher
was
fantastic.
She
reinvigorated
my
interest
in
English
by
adding
another
layer
to
the
study
of
literature:
literary
theories.
I
remember
studying
Shakespeare
from
a
feminist
theory
perspective
and
psychosocial
perspective.
The
use
of
these
theories
allowed
for
a
deeper
understanding
of
the
literature
and
a
greater
interest
in
it.
The
final
book
I
read
in
high
school
was
Truth
and
Bright
Water
by
Thomas
King.
I
really
appreciated
this
book
because
of
the
realistic
content
and
age
of
the
characters.
Through
recalling
my
literary
past,
I
have
noticed
a
pattern
of
appreciation
for
novels
that
are
also
based
in
some
sort
of
context
or
history
and
I
believe
that
by
relating
literature
to
something
else,
I
have
been
able
to
draw
greater
appreciation.
Since
I
began
university,
my
motto
has
been,
I
only
read
textbooks.
Due
to
my
interest
in
Religious
Studies,
not
all
my
books
have
been
traditional
textbooks
but
I
have
read
novels
and
more
story-like
books
for
classes.
However,
I
have
tried
to
continue
reading
for
pleasure.
I
have
found
myself
beginning
JK
Rowlings,
The
Cuckoos
Calling,
multiple
times,
often
forgetting
about
the
book
and
then
losing
my
place.
When
I
do
read,
I
enjoy
books
with
a
mysterious
element
to
them
or
have
historical
roots.
I
have
discovered
through
that
my
use
of
other
Language
Arts
has
increased.
I
utilize
listening
on
a
daily
basis
as
listening
and
comprehending
in
lectures
is
imperative
to
university
success.
My
use
of
writing
is
frequent
through
reports,
essays
and
research
papers
and
even
though
I
am
a
Math
major,
I
enjoy
the
process
of
writing.
The
creative
energy
required
and
the
ability
to
produce
a
piece
of
literature
is
a
very
rewarding
experience.
Viewing
is
done
in
the
forms
of
documentaries
and
films
that
enhance
the
learning
experience.
As
I
progress
through
Education
facility
I
am
sure
my
use
of
all
the
Language
Arts
will
increase.
Looking
to
the
future,
I
hope
to
show
my
students
how
even
if
you
are
a
math
person,
the
use
of
language
and
literary
is
important
to
well-rounded
education.
There
are
many
ways
to
integrate
language
into
mathematics
and
I
hope
to
utilize
this
to
the
fullest.
I
developed
different
interests
in
history
and
literature
through
my
early
adolescence
and
I
believe
this
shows
another
connection
you
can
make
in
language
in
order
to
reach
a
larger
audience.
As
an
educator
I
hope
to
give
my
students
options
for
language
and
literature
in
my
class
no
matter
the
grade
or
subject
manner
I
may
be
teaching.