ࡱ>      [bjbjYY 7h;;5% 8`F#"h#h#h#$ .1t,f/ 3$$ 3 3/5h#h#4D555 3h#h#5 3550BhKv3&HZ0_\55n) 3 3 3//5 3 3 3 3 3 3 3 3 3 3 3 3 p:   CVUSDs Unit 5 Planning Organizer Subject Grade ELA 4Unit TitleGold FeverLength of Unit (Include days and minutes per day)25 days (plus 5 buffer days), 120-130 minutesOverview of UnitStudents will read about Californias Gold Rush focusing on explaining events, ideas, and concepts in informational texts, including what happened and why. Students will also compare and contrast firsthand and secondhand accounts of events in the Gold Rush. Students read By the Great Horn Spoon to accompany this unit. They will write an opinion essay with an end of novel prompt. Students will answer text dependent questions throughout the novel. Priority Common Core State Standards *Priority Standards are the standards around which supporting standards are organized Reading Foundations Standard (For Grades K-5 only)RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.4.1: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.4.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context RF.4.4: Read with sufficient accuracy and fluency to support comprehension. RF4.4a:Read on-level text with purpose and Understanding. RF.4.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4c: Use context to confirm or self-correct word recognition and understanding.Supporting Standards *Supporting Standards are intricately woven through each of the performance tasks of the unitELD Standards  RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. L.4.1.D: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.3.A: Choose words and phrases to convey ideas precisely. I.B.5-6,8 II.A.1-2 II.A.2 II.B.5 II.C.6-7,9,11-12 I.A.1-4 I.B.5-8 I.C.9-12 II.A.2 II.B.3-7 II.C.6-7 Unwrapped Concepts (Students need to know)Unwrapped Skills (Students need to be able to do)Blooms Taxonomy Levels of Cognitive RigorWebbs Depth of KnowledgeRI.4.3: Events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.  ExplainLevel 4: AnalyzeLevel 3: Strategic Thinking/ ReasoningRI.4.9: Information from two texts on the same topic in order to write or speak about the subject knowledgeably.  IntegrateLevel 6: CreateLevel 4: Extended ThinkingW.1: Opinion pieces on topics or texts, supporting a point of view with reasons and information.  WriteLevel 6: CreateLevel 4: Extended ThinkingSL.4.1: Prepared for discussions, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Come Level 2: UnderstandLevel 2: Skills and ConceptsSL.4.4: On a topic or text, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.  ReportLevel 2: UnderstandLevel 2: Skills and Concepts Essential Questions Corresponding Big Ideas RI 4.3- How do strategic readers explain informational text? RI 4.9- Why does one organize and synthesize information from various sources? W.4.1- How do I write an effective opinion piece of writing? SL.4.1- How do I prepare for a group discussion on a specific topic? SL.4.9- How do I give an effective oral report?  RI 4.3- Readers use specific information from a text to build subject knowledge. RI 4.9- Readers organize and synthesize information from various sources to deepen the understanding of a topic and be able to communicate the information effectively. W.1- Writers need to state an opinion supported by reasons and evidence. SL.4.1- Students should read material, take notes on important details, and be prepared to share information. SL.4.9- Speakers should prepare information in an organized manner and speak clearly with understandable pace.Unit Vocabulary WordsAcademic Cross-Curricular WordsContent/Domain Specific Vocabulary Explain Firsthand account Secondhand account Integrate Point of view Procedure Topic  Mining Hydraulic Anticipation Perseverance Hardships Profit Entrepreneur Route Discrimination Resources for Vocabulary Development (Include at least one resource for English Learner)  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Verbal%20and%20Visual%20Word%20Association.pdf" Verbal and Visual Association  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Vocabulary%20Squares.pdf" Vocabulary Squares Unit Formative Assessments of Priority Standards (Embed Documents)Pre-AssessmentPost-Assessment HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Pretest%20Student%20Version%20Computer%20Enhancement.pdf" Grade 4 Unit 5 Pretest Student Version Computer Enhancement  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Pretest%20Student%20Version.pdf" Grade 4 Unit 5 Pretest Student Version HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Post%20Test%20Student%20Version%20Computer%20Enhanced.pdf" Grade 4 Unit 5 Post Test Student Version Computer Enhanced  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Post%20Test%20Student%20Version.pdf" Grade 4 Unit 5 Post Test Student VersionPre-Assessment Rubrics and Answer KeysPost-Assessment Rubrics and Answer Keys HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Pretest%20Teacher%20Version%20Computer%20Enhancement.pdf" Grade 4 Unit 5 Pretest Teacher Version Computer Enhancement  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Pretest%20Teacher%20Version.pdf" Grade 4 Unit 5 Pretest Teacher Version HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Post%20Test%20Teacher%20VErsion%20Computer%20Enhancement.pdf" Grade 4 Unit 5 Post Test Teacher Version Computer Enhancement  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Grade%204%20Unit%205%20Post%20Test%20Teacher%20Version.pdf" Grade 4 Unit 5 Post Test Teacher Version Overview of the Culminating Learning Experience (Situation, challenge, role, audience, product or performance)Describe the Culminating Learning Experience for this unit of study: Gold Fever is spreading. You have read about the gold discoveries in California and cant wait to strike it rich. Your dream of a better life for you and your family can come true. You are heading west! You have selected your route (task 2) to California and your adventure is about to begin. You will find out if you made a good choice with your route and find out your fate. You will purchase the supplies you need to be a success. Good luck! Suggested Length of Time (Include days and minutes per day) 1 day, 120-130 minutesSynopsis of Performance TasksAuthentic Performance TasksDescription Suggested Length of Time (Include days and minutes per day) Task 1: Compare and contrast graphic organizer Critical ThinkingYou will be reading By the Great Horn Spoon, complete the provided graphic organizer of problem and solution as you read. This will help guide the students with understanding of the novel and will help guide them during their end of novel writing activity. Students will read information about the Gold Rush adding to the learning from the Social Studies textbook. Students will compare and contrast a first and secondhand accounts of the same event related to the Gold Rush. They will compare the primary and secondary sources noting details in the graphic organizer. Once the students have read sample letters from firsthand gold rush accounts they will write a letter home to Aunt Arabella.  4 days, 120-130 minutes each dayTask 2: Opinion piece Collaboration and CommunicationStudents will read information about the routes to California during the Gold Rush. Students will discuss in small groups the route that they think would be best to take to California. Students will create a flipbook about three routes to the gold field; Overland, Panama, and around the Cape Horn. They will write an opinion paragraph with reasons and supporting evidence in the text during the writing process.  8 days,120-130 minutes each day Task 3: Collaborate Communicate Critical Thinking Students will read technical and historical text about mining techniques. They will complete a comparison chart about techniques used in By the Great Horn Spoon vs the ones discussed in technical articles and provided videos. Students will teach another student about their findings. They will have to explain how one of the mining techniques is used.  7 days, 120-130 minutes each dayTask 4: Analyze a text Critical Thinking Create Students will gather information from articles/texts provided, about entrepreneurs during the Gold Rush. Teach adjective order to your students. Once there is a clear understanding of ordering adjectives, students will create an adjective art on an item created by entrepreneurs of the time; jeans, pans, long toms, jackboots, pick axes, etc.  3 days, 120-130 minutes each dayTask 5: Create a poster, and product pitch Creativity, Communication Students will create a new product that could be used during the Gold Rush. They will explain their product by creating an advertisement poster, and a commercial/pitch of their product. Their poster will include a picture of the product and explain its function and purpose. It will include cost, where it can be purchased, slogan, etc.  2 days, 120-130 minutes each day PERFORMANCE TASK 1 Title of Authentic Performance Task 1Primary SourcesLength: 4 days, 120-130 minutes each day Standards Addressed in Authentic Performance Task 1 Priority Standards for Task 1: RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the textSupporting Standards for Task 1: RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. Detailed Description of Authentic Performance Task 1 Performance Task: Students will compare and contrast a first and secondhand account of taking an overland route to California. They will compare the primary and secondary sources noting the details in a graphic organizer. Suggested Teaching and Learning Sequence: Part 1: As you read By the Great Horn Spoon, students will complete a graphic organizer about the problems in which Jack and Praiseworthy encounter problems and how they solve them. This will be used to help students write their end of novel writing activity.  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/problem solution by the great horn spoon .pdf" Problem/Solution By the Great Horn Spoon graphic organizer Writing Activity: Once students have read the entire book, they will write an opinion essay. Click on the following writing activity for end of novel writing assignment.  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Writing Prompt for By the Great Horn Spoon.pdf" By the Great Horn Spoon writing activity Part 2: Direct teach and model the difference between first and secondhand accounts in reading.  HYPERLINK "http://prezi.com/zli1fuiraq0e/firsthand-vs-secondhand/" Prezi: First and Secondhand Accounts  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/First%20and%20Secondand%20Anchor%20Chart.docx" Firsthand and Secondhand Anchor Chart  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Primary%20and%20Secondary%20Sources%20Information.pdf" Primary and Secondary Sources Information Part 3: Teach and discuss, how as a reader you need to be aware of who is giving the information. Use Social Studies Primary Source resource book (light blue social studies ancillary book) to show examples and make comparisons. Part 4: Give students the readings on the Overland Route. The readings include the Social Studies textbook, firsthand historical accounts (provided below), and secondhand informational texts (provided below). Students will use the information to fill in the graphic organizer. Students will share their findings with the class allowing time to add or change things to their graphic organizer. Part 5: Students will review the informational texts provided on the Overland Route focusing on unknown or domain specific vocabulary. After close reading they will circle any unknown words or phrases in the text. They will brainstorm with a partner to discover synonyms for the unknown words and phrases that retain the meaning of the sentence.  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Context%20Clue%20Graphic%20Organizer.pdf" Context Clues Graphic Organizer  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Context%20Clues%20Practice.docx" Context Clue Practice Part 6: Students will read and or listen to firsthand account letters from miners during the Gold Rush. Once they have been exposed to several examples, students will create a letter home from Jacks point of view to Aunt Arabella. The letter should include details from the book, retelling accounts from the story thus far. You can read firsthand accounts on the website provided:  HYPERLINK "http://glittering.com/letters/" http://glittering.com/letters/. Blooms Taxonomy Levels Webbs DOK Level 4: AnalyzeLevel 2: Skills and ConceptsRubric for Authentic Performance Task 1 (Embed Document) HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Smarter%20Balanced%20Rubrics.pdf" Smarter Balanced Rubrics Response to Instruction and Intervention Instructional Strategies Differentiated Strategies for Intervention Differentiation Strategies for Enrichment Interdisciplinary Connections Direct instruction variation where the teacher presents for ten minutes, students share and reflect for two minutes, then the cycle repeats A metacognitive approach to reading that guides students to explore text Before reading to activate prior knowledge, monitor comprehension During reading, and summarize the reading After reading.  HYPERLINK "http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htm" Before, During, and After - NCREL A form of reflection immediately following an activity. Teacher will offer mini lesson on the routes to support learning different accounts Groups will process the knowledge through discussion. The teacher will break the assignment into smaller pieces. While reading the novel students will use the Icons of Depth and Complexity to analyze By the Great Horn Spoon. Students will do research on another Gold Rush. They will then do a Venn Diagram comparing it with the California Gold Rush. Students will write a Primary Source article about a scene from By the Great Horn Spoon. Social StudiesTeacher Resources and Materials (e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)Student Resources and MaterialsAnchor Text: By the Great Horn Spoon Text Set: HM story-Boss of the Plains HM story-By the Shores of Silver Lake HM story-Tanyas Reunion  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Overland%20Route%20Firsthand%20Account.docx" Overland Route Firsthand Account  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Overland%20Route%20Secondhand%20Information.docx" Overland Route Secondhand Account  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Over%20Land%20Route.docx" Overland Route Information  HYPERLINK "https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/the-westward-movement-and-manifest-destiny-1812-1860-15/manifest-destiny-119/oregon-and-the-overland-trail-629-9671/" Overland secondhand account link  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Gold%20Rush%20Poems.pdf" Gold Rush Poems Audio/Visual Resources:  HYPERLINK "http://michaellamarr.com/hornspoon/hornspoon.html" By the Great Horn Spoon Web Resource Additional Print Sources:  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/By%20the%20Great%20Horn%20Spoon%20Summaries.pdf" By the Great Horn Spoon Chapter Summaries  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/By%20the%20Great%20Horn%20Spoon%20Questions.pdf" By the Great Horn Spoon Questions The unit resources page has additional documents on the routes to the Gold Rush. Other Resources: *see unit resources   HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Top%20Hat%20Graphic%20Organizer%20Firsthand%20and%20Secondhand%20Account.docx" Graphic Organizer: Top Hat Compare and Contrast  PERFORMANCE TASK 2 Title of Authentic Performance Task 2Coming to CaliforniaLength: 8 days, 120-130 minutes each dayStandards Addressed in Authentic Performance Task 2 Priority Standards for Task 2: W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.4.1: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Supporting Standards for Task 2: L.4.3.A: Choose words and phrases to convey ideas precisely. SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Detailed Description of Authentic Performance Task 2 Performance Task: Students will read information about the routes to California during the Gold Rush. Students will discuss and debate in small groups which route would be the best to take to California. They will write an opinion paragraph with reasons and supporting evidence from the text during the writing process. Suggested Teaching and Learning Sequence: Part 1 Have students Close read different texts on the three routes; adding to knowledge from Social Studies textbook and readings from task 1. Students will produce a flipbook (3 panel horizontal foldable) of each of the three routes to the gold fields around the Cape Horn, Panama, and Overland. See example  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Routes to the Gold Fields Flipbook.pdf" Routes to the Gold Fields Flipbook Part 2 Students will get into small groups and can be assigned a particular route to study. Give them time to build and gain knowledge from each other and prepare opinions and arguments on the different routes. Students will debate/ discuss with class the pro and cons of each route. Part 3 Students will write an opinion writing paragraph on what route they think was best and why? They will use the gold route matrix as a prewrite for their writing.  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Route Matrix.pdf" Gold Route Matrix Blooms Taxonomy Levels Webbs DOK Level 5: EvaluateLevel 4: Extended ThinkingRubric for Authentic Performance Task 2 (Embed Document) HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Smarter%20Balanced%20Rubrics.pdf" Smarter Balanced RubricsResponse to Instruction and Intervention Instructional Strategies Differentiated Strategies for Intervention Differentiation Strategies for Enrichment Interdisciplinary Connections  Students generate lists of arguments for or against certain ideas. These can either be actions proposed by a class, or a listing of arguments for and against ideas of historical or scientific interest.  HYPERLINK "http://www.mycoted.com/creativity/techniques/listingpc.php" Listing Pros and Cons students paraphrase and summarize. It reminds students to listen for the big idea when reading text. This activity produces a great review guide because students are creating a list of the main points of the reading. It enables readers to learn quickly, extract important ideas, and recall text.  Teacher will give directions throughout the writing process with feedback. Students will prewrite their writing with teacher support Recite the steps they will take in the writing process  Have a class debate/Socratic Dialogue on what is the best route to California. Have the students write a multiple paragraph essay about the best route using a thesis statement. In lieu of the flipbook, have the students make a computer slide show/Power Point on the three routes. Social Studies MathTeacher Resources and Materials (e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)Student Resources and Materials Audio/Visual Resources:  HYPERLINK "http://www.calgoldrush.com/graphics/byland.html" Land Route site Additional Print Sources:  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Boss%20Questions.pdf" Boss of the Plains Questions  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Shores.pdf" By the Shores of Silver Lake Questions  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Tanya%20Questions.pdf" Tanya's Reunion Wells Fargo Museum primary source articles (see resource page) Other Resources:  HYPERLINK "http://www.buzzfeed.com/weareteachers/25-awesome-anchor-charts-for-teaching-writing-h0xt?sub=3440111_3762147" 25 Anchor Charts: Opinion Writing Chart #8  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Oreo%20Graphic%20Organizer.pdf" OREO Graphic Organizer  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Opinion%20Writing%20Information%20and%20Samples.pdf" Opinion Writing Samples  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Opinion%20Writing%20Prompts.pdf" Opinion Prompt Ideas *see resource pageSee Unit 5 resources page for articles on the different routes to the Gold Rush  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Gold%20Route%20Matrix.pdf" Gold Rush Route Matrix  HYPERLINK "http://www.mycoted.com/Listing_Pros_and_Cons" List pros and cons  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Opinion%20Essay%20Plan.docx" Opinion Essay Plan PERFORMANCE TASK 3 Title of Authentic Performance Task 3Mining TechniquesLength: 7 days 120-130 minutes each dayStandards Addressed in Authentic Performance Task 3 Priority Standards for Task 3: RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Supporting Standards for Task 3: SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. L.4.3.A: Choose words and phrases to convey ideas precisely. Detailed Description of Authentic Performance Task 3 Performance Task: Students will read technical and historical text about mining techniques. They will complete a comparison chart about techniques used in By the Great Horn Spoon vs the ones discussed in technical articles and provided videos. Students will teach another student about their findings. They will have to explain how one of the mining techniques is used. Suggested Teaching and Learning Sequence: Part 1: Students will read technical informational texts about the mining techniques used during the Gold Rush. Students will complete a comparison chart as they read By the Great Horn Spoon and the technical texts/ articles.  HYPERLINK "https://www.youtube.com/watch?v=lXOcFeSWxjY" https://www.youtube.com/watch?v=lXOcFeSWxjY  HYPERLINK "http://www.wikihow.com/Pan-for-Gold" http://www.wikihow.com/Pan-for-Gold  HYPERLINK "http://hunting4gold.com/blog/gold-panning/" http://hunting4gold.com/blog/gold-panning/  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Comparing Mining Techniques.pdf" Comparing Mining Techniques Graphic Organizer Part 2: Students will explain the steps and procedures to a partner clearly by paraphrasing the directions of a mining technique of their choice that they studied. They will need to explain the process in detail to their partners. Blooms Taxonomy Levels Webbs DOK Level 6: CreationLevel 4: Extended Thinking Rubric for Authentic Performance Task 3 (Embed Document) HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Unit5 Task3 Presentation Rubric.pdf" Unit5 Task3 Presentation Rubric.pdfResponse to Instruction and Intervention Instructional Strategies Differentiated Strategies for Intervention  Differentiation Strategies for Enrichment Interdisciplinary ConnectionsIdentifying Similarities and Differences Comparison and classification. Students will use Venn diagram to compare different mining techniques. Nonlinguistic Representations Generate mental images representing content. Students will draw images of the techniques discussed to build understanding. Cooperative Learning Place students in cooperative and/or flexible groups. Students will discuss elements in small groups building on knowledge from peers. Chunking of Information Break instructional duration into smaller chunks of time. Read a articles together in small group scaffolding each technique. Providing more (or less) time Adjust the length of time for instruction, assignments and projects. Students will continue to practice skill. Use of Technology Use of technology to enhance learning. Have access to multiple examples of mining techniques to build mastery. Students produce a video teaching "How to Pan for Gold" Students research modern ways gold is extracted. Students compare with ways in 1848 Fine Arts Visual Arts Science Teacher Resources and Materials (e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)Student Resources and MaterialsTextbook References: HM-story-Boss of the Plains HM story-By the Shores of Silver Lake HM story-Tanyas Reunion  PERFORMANCE TASK 4 Title of Authentic Performance Task 4Adjective OrderLength: 2 days: 120-130 minutes each dayStandards Addressed in Authentic Performance Task 4 Priority Standards for Task 4: RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Supporting Standards for Task 4: RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Detailed Description of Authentic Performance Task 4 Performance Task: Students will gather information from articles/texts provided, about entrepreneurs during the Gold Rush. Teach adjective order to your students. Once there is a clear understanding of ordering adjectives, students will create an adjective art on an item created by entrepreneurs of the time; jeans, pans, long toms, jackboots, pick axes, etc. Suggested Teaching and Learning Sequence: Part 1: Students will read the articles provided to learn about important entrepreneurs during the Gold Rush. Part 2: Teach and review the language standard with adjective order, and how they are used in poetry to convey ideas. Teach a variety of categories of adjectives (color, material, origin, etc.)  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/adj. order for gold rush noun.pdf" Adjective Order for gold rush noun.pdf Have students pick an object, topic, or event that relates to the Gold Rush (e.g., gold fever, pan, gold, Long Tom, mining town). They will brainstorm adjectives to describe their selection. Have them write down their words selecting multiple adjectives Part 3: Either provide a black line master or have the students draw a picture of their object. They will then outline the object with ordering the adjectives. See example:  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Adjective order art sample.jpg" Adjective order art sample Blooms Taxonomy Levels Webbs DOK Level 4: AnalyzeLevel 3: Strategic thinkingRubric for Authentic Performance Task 4 (Embed Document) HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Unit5 Task 4 Rubric AdjOrder.pdf" Unit5 Task 4 Rubric AdjOrder Response to Instruction and Intervention Instructional Strategies Differentiated Strategies for Intervention  Differentiation Strategies for Enrichment Interdisciplinary Connections Summarizing and Note taking Students make note of key details in reading. Students will analyze the importance of adjective order in writing by taking notes or highlighting key information. Cooperative Learning Place students in cooperative and/or flexible groups. Students will discuss elements in small groups building on knowledge from peers. Total Physical Response Students respond with body movement to show comprehension. Students will model the order of adjectives with hand movements. Repetition Repeat information and recite steps. Students will be given time to repeat and recite order of adjectives in small groups. Scaffolding Simplify the task to make it more manageable for the student. Students will be given time and support to practice giving instructions with teacher and peer support. Students will make word art online. They can use Taxedo, Tagul, or otherword cloud site to do theword picture. Students will create an acronym to remember the adjective order. Students will explore the U.S. Patent office kid site. HYPERLINK "http://www.uspto.gov/kids/" \t "_blank" http://www.uspto.gov/kids/Science Engineering Writing Teacher Resources and Materials (e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)Student Resources and MaterialsTextbook References: Other Books: Audio/Visual Resources: Additional Print Sources: Other Resources: *see unit resources  PERFORMANCE TASK 5 Title of Authentic Performance Task 5Create a ProductLength: 3 days, 120-130 minutes a dayStandards Addressed in Authentic Performance Task 5 Priority Standards for Task 5: RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Supporting Standards for Task 5: SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Detailed Description of Authentic Performance Task 5 Performance Task: Students will research and close read articles/texts about entrepreneurs during the Gold Rush. They will use the information to create a new product that could be used during the Gold Rush time. They will explain the usefulness of their product by creating an advertisement poster. Their poster will include a picture of the product and explain its function and purpose. It can also include cost, where it can be purchased, picture, slogan, etc. Students will share their products with the class. Suggested Teaching and Learning Sequence: Part 1: Students will use Close reading strategies to read the articles/text on Gold Rush entrepreneurs and focus on their contributions to California. Connect to Boss of the Plains. Students will read a technical text on patents and how this is important for any invention.  HYPERLINK "http://www.uspto.gov/kids/kids.html" US Patent Office for Kids Part 2: Students will use their knowledge about life as a miner and supply and demand to create a new or a new twist on a product that would be useful to the miners.  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Sample Create Gold Rush Project.docx" Sample Create Gold Rush Project Blooms Taxonomy Levels Webbs DOK Level 6 creationLevel 4: extended thinkingRubric for Authentic Performance Task 5 (Embed Document) HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Unit5Task5RubricAdvertisement.pdf" Unit 5 Task 5 Rubric Response to Instruction and Intervention Instructional Strategies Differentiated Strategies for Intervention Differentiation Strategies for Enrichment Interdisciplinary Connections Close Reading: Directs students to examine and analyze the text through a series of activities that focus students on the meanings of individual words and sentences as well as the overall development of events and ideas. Call on students to extract evidence from the text as well as draw non-trivial inferences that logically follow from what they have read. Reciprocal Teaching Groups: The teacher guides students to form reading groups with each student playing a role as they read complex text: predictor, clarifier, questioner, and summarizer. Students are given question prompts to guide their group work. They also play each role in the course of reading.Cooperative Learning: During the discussion of summaries, English language learners work with a student partner or teacher to underline key points and put those points into their own words.  HYPERLINK "http://www.intel.com/content/www/us/en/education/k12/project-design/instructional-strategies/graphic-organizers.html" Graphic Organizer: Using a graphic organizer, build the summary. Provide a partially completed graphic organizer to guide student understanding on selected articles. Supplemental Intervention: Provide articles on explorers that are easier to read and that have support from vocabulary organizers. Read through the articles with students to make certain that comprehension is occurring. Scaffold students toward grade level texts by reinforcing reading comprehension strategies using lower lexile level material initially. Reciprocal teaching techniques may be used Students will create an actual product to go with their poster. Students will create a video commercial for their product.Math Social Studies Science Visual ArtsTeacher Resources and Materials (e.g., Textbook References, Multi-Media Sources, Additional Print Sources and Artifacts)Student Resources and MaterialsTextbook References: HM anthology: Boss of the Plains Reflections social studies, chapter 6 Other Books: Reflections Time for Readers: Levi Strauss Audio/Visual Resources:  HYPERLINK "http://www.ghirardelli.com/about-ghirardelli/ghirardellis-heritage-160-years" Ghirardelli Information Additional Print Sources: See Unit Resources:  HYPERLINK "http://www.uspto.gov/kids/kids.html" US Patent Office for Kids  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Invention%20Handbook.pdf" Invention Handbook Other Resources: *see unit resources  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Gold%20Rush%20Product%20Poster.pdf" Gold Rush Product Poster  HYPERLINK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Entrepreneurs%20of%20the%20Gold%20Rush.pdf" Entrepreneurs of the Gold Rush CULMINATING LEARNING EXPERIENCE Description of Culminating Learning Experience (situation, challenge, role, audience, product or performance) Gold Fever is spreading. You have read about the gold discoveries in California and cant wait to strike it rich. Your dream of a better life for you and your family can come true. You are heading west! You have selected your route (task 2) to California and your adventure is about to begin. You will find out if you made a good choice with your route and find out your fate. You will purchase the supplies you need to be a success. Good luck! Teacher overview: Materials: dice and fake money (math manipulative kits) You will set up a marketplace in your classroom displaying the product posters created in task 5. Put a container and signup sheet next to each poster so students can put their money and purchase or order the products. You can be as creative as you would like and add more details to this culminating activity. Use the examples of 49ers coming off the boat and experiencing the merchants along the wharf (Great Horn Spoon). The children will find out how much they have to spend at the stores based on their route selections. Each student will start off their journey with 500 dollars. Each journey has its own cost. Panama route $250 Cape Horn route $150 Overland route $100 After deciding their route, they will find out their additional costs by rolling a set of dice. If the students selected: Panama- roll doubles, arrive first to the gold fields and get 250 dollars back roll an odd number, contract malaria and must pay an additional 50 dollars Cape Horn: roll doubles, contract scurvy and have to pay 150 dollars to get medical care roll an odd number, head to the marketplace roll an even number: You arrive later, so inflation has increased prices, pay an additional $100 dollars Overland: roll doubles, get caught in a storm and pay an additional 250 dollars roll an even number, proceed to merchant area roll an odd number, animals did not get enough food and died, pay an additional 200 dollars They will take their remaining money and spend it on supplies to prospect for gold. They are playing store. After the culminating activity, have the students write about their experience of their journey. Rubric for Culminating Learning Experience (Embed Document)Length1 day, 120-130 minutes     PAGE  PAGE 8   !"#*+012789CDINOP_ayngy_gVJh*/h_w5CJaJh_w5CJaJhCJaJ h h_wh h[iCJaJhVoCJaJh h_wCJaJh h(La5 h(La5 h 5h h_w5h;bh_w5CJaJhh_w5>*CJ aJ hhOPl5>*CJ aJ hJ5>*CJ aJ hh&Ps5>*CJ aJ hh55>*CJ aJ h,S5>*CJ aJ "#1289DORkd$$Ifl0@ 27 +  t 0644 lap ytd$Ifgd_w $a$gd_wm$ $a$gdH6m$OPpbbd$Ifgd_wkd$$Iflg0@ 27 +  t 0644 lap yt ; \   $ ) ? A źźźzkk\XPK hRo5hpFKhRo5h_wh']h52B*CJaJphh']h=xB*CJaJphhjh=xCJaJhjhj>*CJaJhjhjCJaJhjhjB*CJaJphh']hjB*CJaJphhjh!?CJaJhjhN0FCJaJ h_w5 h h_wh h_wCJaJhVoCJaJh5CJaJh h_w5 rdVd$Ifgd=xd$Ifgd_wkd^$$Ifl0@ 27 +  t 0644 lap yt * pkZI8$d$Ifa$gdRo$d$Ifa$gd $d$Ifa$gd_wgd_wkd $$Iflr0@ 27 +  t 0644 lap ytj + @ A B C D H I J o p q s v w ĽsdYdYdJdh%hqB*CJaJph h%hz5CJaJh%hz5B*CJaJph h%hRoB*CJaJph h%h.B*CJaJph h%h.CJaJh-M?hz55CJaJh-M?h.5CJaJhj5CJaJ h hRoh,ShRo56B*phh,S56B*phh!OhRo5B*phhRo5CJaJhvhRo5CJaJ* + A B F*0d$1$7$8$H$If^`0gd%kd$$Ifl0(7")  t08644 la^pytJ$d$Ifa$gd,Sd$IfgdRo p r3Bd$Ifgds0d$1$7$8$H$If^`0gdVo0d$1$7$8$H$If^`0gd% 3@BJ   "#9^coοxpk_V_V_hj75CJaJhvhv5CJaJ h_w5h`S/h_w5 h hRoh hRo5CJaJhjCJPJaJhqCJPJaJhsCJPJaJhs5CJPJaJh hGCJaJhVohVoB*CJaJph hVoB*CJaJph hGB*CJaJph h%hz5B*CJaJph h%hz5CJaJ #fUDU$d$Ifa$gdj7$d$Ifa$gd_wkd$$Ifl0(7") t08644 la^pytJd$Ifgdj ' lǼ{j{^M>hVohVoB*CJaJph hVohVo5B*CJaJph hVohVo5CJaJ hVoh-M?5B*CJaJph hVohG5B*CJaJph hVohj7B*CJaJph #hVohG6B*CJ]aJph hVohGB*CJaJph hVohGCJaJhVohG5CJaJhVohj7CJaJ h h_wh`S/h_w5 hN'5hvhv56CJaJ eM99d$1$7$8$H$IfgdG0d$1$7$8$H$If`0gd%kdD$$Ifl0(7")  t08644 la^pytJ  %,5> $Ifgds0d$If`0gd%0d$1$7$8$H$If^`0gdVod$1$7$8$H$Ifgd-M?l{ =>?AB߯~zskfkakakaksUJh%hY[CJaJh-M?hY[5CJaJ hv5 h5h h_w5 h h_whOPl h hj7 hlshj7hshVoCJaJhshVo5CJaJh hj76CJaJ%h-M?h-M?B*CJOJQJaJph hVohVo5B*CJaJph hVohVo5CJaJhVohVoB*CJaJph !hVohVo0JB*CJaJph >?AWoto^^^^^^$d$Ifa$gd_wgdGXkd$$Ifl0(7") t08644 la^pytJ+kd$$Ifl\6$-278j~ ~  t(07644 lap(ytW3$d$Ifa$gdrm$$d$Ifa$gdr & Fd$Ifgd+&d$Ifgdr & Fd$1$7$8$H$Ifgd+&0d$1$7$8$H$If^`0gdr ST^_no !()*B!"#$45˿˿˿˿˰hGXh_wh%hY[CJaJh-M?hY[5CJaJ h hY[h hY[CJaJh%hY[B*CJaJph hY[B*CJaJph hY[CJaJDSY=% & Fd$1$7$8$H$Ifgd+&0d$1$7$8$H$If^`0gdrkd$$Ifl)\6$-278j~ ~ t07644 laytW3STU_hox$d$Ifa$gdrm$$d$Ifa$gdr & Fd$Ifgd+&d$IfgdrY=% & Fd$1$7$8$H$Ifgd+&0d$1$7$8$H$If^`0gdrkdO$$Ifl\6$-278j~ ~ t07644 laytW3 $d$Ifa$gdrm$$d$Ifa$gdr & Fd$Ifgd+&d$Ifgdr !*YK9K & Fd$Ifgd+&d$Ifgdrkd$$IflM\6$-278j~ ~ t07644 laytW3$d$Ifa$gdrm$$d$Ifa$gdr & Fd$Ifgd+&#Y=% & Fd$1$7$8$H$Ifgd+&0d$1$7$8$H$If^`0gdrkd$$Ifl\6$-278j~ ~ t07644 laytW3$d$Ifa$gdrm$$d$Ifa$gdr & Fd$Ifgd+&d$Ifgdr&YTOJ99$d$Ifa$gd_wgd(LagdGXgd_wkd/ $$Ifl\6$-278j~ ~ t07644 laytW3&'(defhnsnopqrļ׼׼״|ti^VNhCJaJh CJaJhXhOPlCJaJhXh=CJaJh4aCJaJhaCJaJhUK?CJaJhBcCJaJhECJaJhL@CJaJhjCJaJh=CJaJhOPlCJaJhP\?CJaJhXh CJaJh7CJaJhXh7CJaJhXhXCJaJ h h_wh h_w5h_6&'(efgheWWWWWWWWWd$Ifgd_wkd $$Ifl072  t0644 lapyt =>?pqrmn&'d$Ifgd_wln%&/   )*8ABGʺzrzg\gThT0CJaJh-hK7hCJaJh-h-CJaJhK7hCJaJhK7hhK7hCJaJhjCJaJh h_wCJaJh h_w5 h h_whXhUK?CJaJhsCJaJhUK?CJaJh nCJaJhBcCJaJh=CJaJhXh7CJaJhP\?CJaJhXh CJaJh_wCJaJtc$d$Ifa$gd_wkd $$Ifl 072 t0644 lapytrr$d$Ifa$gd_w|kdG $$Ifl77  t 0644 lap yt  *8BHe\OOOOOOO  & F $Ifgd+& $Ifgd_wkd $$Ifl072  t0644 lapyt GHIQR[\^_`hrstuv}la}UQh_wh`h`5CJaJh,D0J5CJaJ jh,D5CJUaJh,Dh,D0J5CJaJ jV h,D5CJUaJh,D5CJaJjh,D5CJUaJ h_w5heA7h_w5 h h_whc5 hc5 CJaJhc5 CJaJh>XXCJaJhjCJaJh hOPlCJaJh-hjCJaJHIJR\jw  & F$Ifgd+& $Ifgdj $Ifgd_w tth\ $$Ifa$gd,D $$Ifa$gd_wkd $$IflL072 t0644 lapyttuvr$d$Ifa$gd_w gdN0Fskdd$$IflL77 t0644 lap ytv{ !!!!!!!}"~"""""""l#ڶڮҟڶڔqgZh8gh8g0JCJaJh8g0JCJaJjh8gCJUaJh8gCJaJjh8gCJUaJh hKhCJaJj8hKhCJUaJh_wCJaJhKhhKh0JCJaJjohKhCJUaJhKhCJaJjhKhCJUaJ h h_w hOPl5 hv5h h_w5"rr$d$Ifa$gd_w|kd$$Ifl7!8  t 0644 lap ytN0F !"#eTTTT$d$Ifa$gd,Dkd$$Iflv07G  t0644 lapytN0Fl#m#n###########$$$$$$$%%%%%%%&&yj_WHj h8gCJUaJh8gCJaJh hKhCJaJjkhKhCJUaJh_wCJaJhKhhKh0JCJaJjhKhCJUaJhKhCJaJjhKhCJUaJ h h(Lah h(La5 h(La5 h h_wh h8gCJaJh8gh8g0JCJaJjh8gCJUaJjh8gCJUaJ####nn$d$Ifa$gd_wkdA$$Ifl07G t0644 laytN0F##$%&'eTTTT$d$Ifa$gd,Dkd$$Ifl07G  t0644 lapytN0F&&&&&&''''''''''(((((,(K(d(f($*%*=*>*P*d*t*v*}**󼵱ulud\h2+CJaJhUCJaJh2+5CJaJh*/h2+5CJaJ hlsh2+h'h2+CJaJ h h2+h h2+56 h2+5h h2+5h h h_wh h8gCJaJjh8gCJUaJh8gCJaJh_wCJaJh8gh8g0JCJaJjh8gCJUaJ"'''(}c$d$T&#$/Ifa$gdC:Kkdz!$$Ifl07G t0644 laytN0F((e(f($*%*y^^^Gd$T&#$/IfgdC:Khd$T&#$/If^hgdC:Kkd "$$IflC77  t 6T 07644 lap ytC:K%*>*u*v**$d$T&#$/Ifa$gdC:Kd$T&#$/IfgdC:K$d$T&#$/If^a$gdC:K**********++&+(+)+1+F+W+X+j+k+++H,j,l,,,,,,,,, ---e-----~vvhUCJaJhI-eCJaJh=/wCJaJhc5 hc5 >*CJaJhc5 CJaJ h hhCJaJh2+CJaJhPCJaJhWIhPCJaJh2+5CJaJh*/h2+5CJaJh h2+5 h2+5 h h2+hlsh2+CJaJ)***v\$d$T&#$/Ifa$gdC:Kkd"$$Ifll0*7P+  t 6T07644 laytC:K*****'+y_AAA$d$T&#$/If^a$gdC:K$d$T&#$/Ifa$gdC:Kkdi#$$Ifl77  t 6T 07644 lap ytC:K'+(+)+&kd$$$IflcF2 *7    t 6T076    44 lapytC:Kd$T&#$/IfgdC:K)+1+X+Y+k+".#.$.E.$d$T&#$/Ifa$gdC:Kd$T&#$/Ifgdd$T&#$/If^gdC:K--.!.".#.*.D.E.F.N.[.\.|.}.6/^/~/////000ǿwow`QIhPCJaJh']h2+B*CJaJphh']h!IB*CJaJphhj9~CJaJhUCJaJhPhCJaJhCJaJhPhPCJaJh h2+5 h h2+hlsh2+CJaJh)1CJaJh2+CJaJhZ hy>B*CJaJphhc5 hZ CJaJh']hZ B*CJaJphh']hUB*CJaJphE.F.N.\.=""d$T&#$/If^gdC:Kkd%$$IflF2 *7    t 6T076    44 lapytC:K\.].}.000@0$d$T&#$/Ifa$gdC:Kd$T&#$/Ifgd!Id$T&#$/If^gdC:K0000$0?0@0A0H0I0v0w011%1D1X111111112222%2&2.2/2<2ƾƾ{plhd]Uh4CJaJ h h4h4h2+hhPhPCJaJhPCJaJ h2+5hlshZ CJaJhUhU>*CJaJhUCJaJ h hcvhcvCJaJhcvh5h h2+5 h h2+hlsh2+CJaJh)1CJaJhICJaJh2+CJaJhy>hy>B*CJaJph @0A0I0J0=""d$T&#$/If^gdC:Kkd &$$IflF2 *7    t 6T076    44 lapytHqJ0V0W0c0d0w01111$d$T&#$/Ifa$gdC:Kd$Ifgd+&d$Ifgdy>d$T&#$/If^gdC:K 1122=""d$T&#$/If^gdC:Kkd'$$IflF2 *7    t 6T076    44 lapyt#22&2'2/233333 $$Ifa$gdC:K$d$T&#$/Ifa$gdC:Kd$T&#$/Ifgdy>d$If^gdy>d$T&#$/If^gdC:K <2=2T2c2m222222"33333333333333333333?4c444 575D5ļĴzskkckchcvCJaJhlCJaJ h hlhzCJaJh hP5hPhPCJaJh hl5 hl5 h h2+h} &h2+CJaJh)1CJaJhICJaJh2+CJaJhlshZ CJaJ h4hy>5B*CJaJphh8CJaJh4CJaJhy>CJaJ$3333=""d$T&#$/If^gd\kd'$$IflF2 *7    t 6T076    44 lapytz3333E5F5g5$d$T&#$/Ifa$gd\d$If^gd4d$If^gdzd$T&#$/If^gd\D5E5L5f5h5i5{5|5}5555555555555666'6263646;6<6666ǾǶǣǾǐǾDŽxm^Rxh2+B*CJaJph h%h2+B*CJaJph h%h2+CJaJh-M?h2+5CJaJhbh2+5CJaJh-Jh2+CJaJhCJaJhN0FCJaJhlsh2+CJaJh2+CJaJh2+5CJaJh-Jh2+5CJaJ h2+5h1h2+5 hz5h)1CJaJhlCJaJhlshlCJaJ g5h5i5}5=80$a$gd2+gd4o,kd($$IflF2 *7    t 6T076    44 lapyti0}55555566Dkd)$$IflF$ +7~ t"N  t 0@8    44 lapytC:Kd$If^gdC:K666466a70d$1$7$8$H$If^`0gdq0d$1$7$8$H$If^`0gdC:Kd$If^gdbd$If^gdC:K66`7a7c7w7777777888888 9 9 9?9nbQB7hlsh2+CJaJhVoh57B*CJaJph hVoh575B*CJaJph h2+B*CJaJph hVoh2+5B*CJaJph #hVoh2+6B*CJ]aJph hVoh2+B*CJaJph hVoh2+CJaJhVoh2+5CJaJh2+5CJaJh-Jh2+5CJaJh-Jh2+CJaJhqh2+B*CJaJph h%h2+B*CJaJph h%h2+CJaJa7b7c7788 9kYYEEEd$1$7$8$H$IfgdC:Kd$If^gdC:Kkd*$$Ifl40$ 7~ .  t 0@844 lapytC:K 9 9 9:9A9B9C9D9E9YGGGGGGd$If^gdC:Kkdy+$$Ifl40$ 7~ .  t 0@844 lapytC:K0d$If`0gdC:K?9@9I9[9t9}99999:&:R:Z:g:~::;?;V;c;d;;<<;<<<=<><N<|<<whw[wSShj9~CJaJhOhO0JCJaJj>,hOCJUaJjhOCJUaJhOCJaJhtCJaJhP-CJaJh*CJaJhP-hO20>*CJaJhP-hO20CJaJhO20CJaJhdCJaJhcCJaJhN0FCJaJhJCJaJh2+CJaJh-Jh2+5CJaJh2+5CJaJE9F9G9H9I9[9':(:R:[:W;><=== & Fd$Ifgd+&d$If^gdO & Fd$Ifgd+&d$If^gdcd$If^gd:;Hd$If^HgdC:Kd$If^gdC:K<<<k=l=m==================<>=>>>º{laOl#jn/hqyhqyCJUaJhqyhqyCJaJjhqyhqyCJUaJhqyhc5CJaJhTCJaJhN0FCJaJh:;CJaJhe~CJaJhcCJaJhchcCJaJhQpCJaJh*CJaJhj9~ht0JCJaJj-htCJUaJjhj9~htCJUaJhj9~htCJaJ>>b>c>d>e>? ? ?/?0?1?2????@ @ @ @@@@*@5@ȹЬȠ|qiaUMEhe~CJaJhj9~CJaJhe~hQp5CJaJhQpCJaJh*CJaJhqyhqyCJaJh@h@0JCJaJj1h@CJUaJh@CJaJjh@CJUaJhS(ThS(T0JCJaJje0hS(TCJUaJhS(TCJaJjhS(TCJUaJhqyCJaJjhqyhqyCJUaJhqyhqy0JCJaJ=d>1? @ @@@@@zB{BBCDFEd$If^gd [Hd$If^HgdQpd$If^gde~d$If^gdi0 & Fd$Ifgd+&d$If^gdQpd$If^gdqy5@6@@@@@@@@@ A%A@ADAfAgAzA{AAyBzB{BBBBBBBCCCtDĹОsdYh [h [CJaJjh [h [CJUaJh [h45CJaJhJu{CJaJhQphe~5CJaJhlhQpCJaJhQpCJaJhQphQpCJaJhj9~CJaJhQphe~CJaJh:;he~5CJaJh*CJaJhchi05CJaJhi0he~5CJaJhe~CJaJhi0CJaJtDuDvDDDDD-E.E/EDEEEFEGEMEFFFFFFFFɽɮѽ|k_P_G?G$d$If^a$gdC:K & Fd$Ifgd+&d$If^gdi0FGGGG0G2G?GBGJGKGRGSG[G\GfGgGoGpGqGsGGGGGFH˿l^lPGh&CJ\aJjh&CJU\aJhGXh2+5CJ\aJ&h-Jh2+5CJOJQJ\^JaJhTCJaJhU&CJaJh-JhqCJaJh2+CJaJhqCJaJh-Jh2+CJaJh2+5CJaJh-Jh2+5CJaJhO20hO20CJaJhO20B*CJaJph jhO20B*CJUaJphhrOhO200JCJaJ?G@GAG)d$If^gdC:Kkd^7$$Ifl4[\$ +17~ `t"T  t(0@844 lap(ytC:KAGBGKGSG\GpGd$If^gdC:KpGqGrGsG;((d$7$8$H$IfgdC:Kkd8$$Ifl4\$ +17~ t"T  t 0@844 lap(ytC:KsGGG-kd9$$Ifl4F$ +7~ t"N   t0@8    44 lapytC:K$zd$7$8$H$If^za$gdC:KGGGbHcHzd$7$8$H$If^zgdC:Kd$7$8$H$IfgdC:KFHGHHH`HaHbHcHdHHHHHHHIII:I;I$$Ifl\ +7.N  t0@844 lap(ytC:KMM$N/NKNqNNfSS=== & Fd$7$8$H$Ifgd+&d$7$8$H$IfgdC:Kkd?$$Ifl0z7l  t0@844 lapytC:K N"N,N-N.N/NJNKNNN,O-O.ONOOOPOQOOOOPPPPPPPPPPжkZ jCh4CJU\aJ&jAhBqGh4CJU\aJh4CJ\aJh4h40JCJ\aJ&jE@hBqGh4CJU\aJh4h4CJ\aJ jh4h4CJU\aJh2+CJ\aJhqCJ\aJhh2+5CJ\aJh45CJ\aJh4h4>*CJ\aJNPOPPQ`RaRbRcR{RRRSTTTTTUUU VV Q$IfgdBqGd$7$8$H$IfgdC:K & Fd$7$8$H$Ifgd+&PPQQQQQQQMRNROR^R_R`RaRbRcR{R|RR𽯦{rfZL>5h52CJ\aJjh52CJU\aJhh2+5CJ\aJhlsh2+CJ\aJhhO20CJ\aJh2+CJ\aJhO20h+&CJ\aJhth+&0JCJ\aJ jFh+&CJU\aJh+&CJ\aJjh+&CJU\aJh+&h2+CJ\aJh4h40JCJaJjDh4CJUaJh4h4CJaJjh4h4CJUaJRRRRRRRRRSSSSSSSvTwTxTTTTTTTTTǹ}ӝiӝ^UIǹhh2+CJ\aJh)CJ\aJh525CJ\aJ&jJh52h52CJU\aJ&jKIh52h52CJU\aJh52h52CJ\aJ jh52h52CJU\aJh2+5CJ\aJhh2+5CJ\aJhlsh2+CJ\aJh52h520JCJ\aJjh52CJU\aJ j^Hh52CJU\aJTUUUUUUUUU V V VVVVV$V%VIVJVKV_Vɸtoje]QHQ@hv2CJaJh2+5CJaJh-Jh2+5CJaJh1h2+5 h2+5 h45 h25h-Jh2+CJaJhhRCJaJh4hO200JCJ\aJ&juLhBqGhO20CJU\aJh4hO20CJ\aJ jh4hO20CJU\aJhCJaJh4o,5CJ\aJhh2+5CJ\aJhh2+CJ\aJh;CJ\aJVVVV%VKV`VhVVupphVVVVd$If^gdC:K$a$gd2+gdBqGkdRN$$Ifl;0z7l t0@844 lapytC:K_V`VhVjVnVVVVVVVVVVVVVVVVJWQWRW X X XX#X.X/X0X1X3X9XvjY hVohv25B*CJaJph hVohv25CJaJhv25CJaJhv2h2+B*CJaJph h%hv2B*CJaJph h%hv2CJaJhO205CJaJh-M?hv25CJaJh2+5CJaJh-Jh2+CJaJhCJaJhv2CJaJh i CJaJh-Jh2+5CJaJhlsh2+CJaJ!VVVVVVVVVDDDDDDd$If^gdC:KkdN$$IflF$ +7~ t"N  t 0@8    44 lapytC:KVJW X XXX0X=kdO$$Ifl40$ 7~ .  t 0@844 lapytC:Kd$If^gdC:K0d$1$7$8$H$If^`0gdv20X1XnXTYUY0d$If`0gdC:K0d$1$7$8$H$If^`0gd%40d$1$7$8$H$If^`0gdv2d$If^gdC:K9XnXuXvXSYTYUYVYYYYYZZ*Z0Z`ZZZZZZZ[[[[ʾ{skbZRZJhwCJaJhOCJaJhwCJaJhv25CJaJhCJaJhO20CJaJhv2CJaJh+HCJaJh2+CJaJh2+5CJaJh-Jh2+5CJaJh-Jh2+CJaJhlsh2+CJaJh%4B*CJaJph h%h%4B*CJaJph h%h%4CJaJh-M?h%45CJaJhVohv2B*CJaJph UYVYYYYYYYYYYkYYYYYYYYYd$If^gdC:KkdP$$Ifl40$ 7~ .  t 0@844 lapytC:K YYYZZZ[[[\\^^Q_d$1$7$8$H$Ifgd. & Fd$1$7$8$H$Ifgd+&d$1$7$8$H$Ifgdwd$If^gd+HHd$If^HgdC:Kd$If^gdC:K [[0[C[D[W[[[[[*\8\9\\\\\\\\\]%]D]p]]]]]]^^^^^#^G^R^^^^<_мȭ؅}uiujhlCJUaJhlCJaJh52CJaJh.CJaJhOCJaJh h CJaJh,h,0JCJaJjLQh,CJUaJjh,CJUaJh,CJaJh CJaJhwCJaJh%4CJaJh+HCJaJhwCJaJhj9~CJaJ)<_=_>_O_P_Q_R_j_l_y_|_________________rdYdrKjhBqGCJU\aJh2+5CJ\aJhGXh2+5CJ\aJ&h-Jh2+5CJOJQJ\^JaJh-Jh%4CJaJh2+CJaJh%4CJaJh-Jh2+CJaJh2+5CJaJh-Jh2+5CJaJhv2hzCJaJh 4hzCJaJhlhl0JCJaJjhlCJUaJjRhlCJUaJQ_R_j_l_w_x_y_$d$If^a$gdC:Kd$1$7$8$H$Ifgdzy_z_{_)d$If^gdC:KkddT$$Ifl4[\$ +17~ `t"T  t(0@844 lap(ytC:K{_|______d$If^gdC:K____;((d$7$8$H$IfgdC:KkdU$$Ifl4\$ +17~ t"T  t 0@844 lap(ytC:K___-kdV$$Ifl4F$ +7~ t"N   t0@8    44 lapytC:K$zd$7$8$H$If^za$gdC:K___```@/$d$Ifa$gdC:KkdY$$Ifl4?F$ +7~ t"N   t 0@8    44 lapytC:Kd$7$8$H$IfgdC:K_```````````QaRaSaqarasata>b?bbbbbb׽{paVaIaAh #;CJaJh^0<h #;0JCJaJh^0<h #;CJaJjh^0<h #;CJUaJh0h #;CJaJh2+CJaJhGXh2+5CJ\aJh2+5CJaJh-Jh2+5CJaJhGXh2+5CJaJh-Jh2+CJaJhlshBqGCJ\aJhBqGhBqG0JCJ\aJjhBqGCJU\aJ jWhBqGCJU\aJhBqGCJ\aJ``````aaQaRaSarasssssbssss$d$Ifa$gd$d$Ifa$gdC:Kzkd Z$$Ifl7@8  t 0@844 lap ytC:K rasata*d$IfgdC:KkdZ$$Ifl\ +7.N  t(0@844 lap(ytC:Kta>bbcccdddWdXdYddddd$Ifgdyd$Ifgd0d$If^gd0 & F d$Ifgd+&d$If^gdd$Ifgd #; $If^gd #; & F $Ifgd+&bbcccccddddVdWdYdddddddGeZeeeeeû|iYiQFh-JhK\CJaJhCJaJhPB*OJPJQJ^Jph%hP-hP-B*OJPJQJ^Jphh-JhyCJaJh2+CJaJhyhy5CJaJhyhyCJaJhy5CJaJhyh05CJaJhyCJaJh0hy5CJaJhCJaJh-Jh2+CJaJhlsh2+CJaJh_mh #;CJaJh0CJaJddddddGeeeeeee~ll & Fd$Ifgd+&hd$If^hgdy & Fddd$If[$\$gd+& & Fddd$If[$\$gd+& & Fddd$If[$\$gd+&d$Ifgdyd$IfgdK\d$IfgdC:K eeeeeeeee@f_f`fafbfzf{fffffffffffqgϳrfUIh h CJ\aJ jh h CJU\aJhh2+CJ\aJhThT0JCJ\aJhkw0JCJ\aJ jK]hTCJU\aJhTCJ\aJjhTCJU\aJh h2+5CJ\aJhGXh2+5CJ\aJh2+5CJ\aJh-Jh2+CJaJh-JhTCJaJh2+CJaJhTCJaJeee@f`fE///$d$7$8$H$Ifa$gdC:Kkd[$$Ifl\ +7.N  t0@844 lap(ytC:K`fafbfzffffgO jih #;CJU\aJjh #;CJU\aJhBqGhBqG0JCJ\aJ jhhBqGCJU\aJhBqGCJ\aJjhBqGCJU\aJh2+CJ\aJhK^CJ\aJh h2+5CJ\aJh #;CJ\aJhkwh*CJ\aJh*0JCJ\aJh*h*0JCJ\aJjh*CJU\aJ jfh*CJU\aJlmmmmmmmmmmmmmmmmmmmm n nnnѲäØ~vjajYNjFhuECJaJhlsh2+CJaJhWCJaJh2+5CJaJh-Jh2+5CJaJh1h2+5 h75 h65 h2+5h-Jh2+CJaJhK^h?GCJ\aJh?Gh?G0JCJ\aJ jgjh?GCJU\aJjh?GCJU\aJh?GCJ\aJh #;CJ\aJjh #;CJU\aJh #;h #;0JCJ\aJmmmmmmm nnumhc[IIId$If^gdC:K$a$gdjgdUK?gd 4$a$gd2+kdk$$Ifl;0z7l t0@844 lapytC:Kn)n2n3n4nGngnjnkn}nnnnnn=o>o@oTo_o`oaoboiooooooμżvjYJhVoh57B*CJaJph hVoh575B*CJaJph hVoh575CJaJhVohWB*CJaJph hVohW5B*CJaJph h%hWB*CJaJph h%hWCJaJh-M?hW5CJaJhW5CJaJh2+5CJaJh-Jh2+5CJaJh-Jh2+CJaJhlsh2+CJaJhCJaJh #;CJaJn3n4nhninjnknnDkdl$$IflF$ +7~ t"N  t 0@8    44 lapytC:Kd$If^gdC:Kn=o>o?o@o;)d$If^gdC:KkdPm$$Ifl40$ 7~ .  t 0@844 lapytC:Kd$1$7$8$H$IfgdW0d$1$7$8$H$If^`0gdW@oaobooooo0d$If`0gdC:K0d$1$7$8$H$If^`0gd57d$1$7$8$H$IfgdWd$If^gdC:Kooo1p2p;pLpMpppqqqqqJrKrrrrrrrrssssĸխբĚzrfr[rLfjnh+&CJUaJh oh+&CJaJjh+&CJUaJh+&CJaJh+&h 5CJaJh h >*CJaJh CJaJh?CJaJh9 h9 CJaJhlsh,^CJaJhUhC>*CJaJhCCJaJhC5CJaJh2+5CJaJh-Jh2+5CJaJh-Jh2+CJaJhlsh2+CJaJoo,p3p4p5p6p7p8p9p:pkYYYYYYYYYd$If^gdC:Kkdn$$Ifl40$ 7~ .  t 0@844 lapytC:K :p;pqqqqqr3ss tttuwd$If^gd9 d$If^gd d$Ifgd+& & Fd$Ifgd+&d$If^gd57Hd$If^HgdC:Kd$IfgdCd$If^gdC:K s1s2s?s@sLsosqsrssssssssssss t t ttttttttttt߶竢ui^Vh CJaJh9 h9 CJaJh h 5CJaJh h 0J5CJaJ j#qh 5CJUaJjh 5CJUaJh 5CJaJh+&h+&CJaJj\ph+&CJUaJjoh+&CJUaJhZ h+&CJaJh+&CJaJjh+&CJUaJhrOh+&0JCJaJttJuuuuuuuuuuvvv%vEvWvXvZv[vvvvwwѽ}ncQnAnh&h&0J5CJ\aJ#juh&5CJU\aJh&5CJ\aJjh&5CJU\aJh #;5CJ\aJhGXh #;5CJ\aJ&h-Jh #;5CJOJQJ\^JaJh #;CJaJh-Jh #;CJaJh-Jh2+CJaJh2+5CJaJh-Jh2+5CJaJh h2+CJaJh CJaJh ~@CJaJh9 CJaJuuuuuu$d$If^a$gdC:Kuuu)d$If^gdC:Kkdr$$Ifl4[\$ +17~ `t"T  t(0@844 lap(ytC:Kuuuuvvd$If^gdU&d$If^gdC:Kvvvv;((d$7$8$H$IfgdC:Kkds$$Ifl4\$ +17~ t"T  t 0@844 lap(ytC:KvWvXv-kdt$$Ifl4F$ +7~ t"N   t0@8    44 lapytC:K$zd$7$8$H$If^za$gdC:KXvYvZvww-kduw$$Ifl4?F$ +7~ t"N   t 0@8    44 lapytC:Kd$7$8$H$Ifgd&d$7$8$H$IfgdC:Kwww=w?wXwYwwwwwwwwwxx=xFxLxxxyx{xxxxyyy*y]yvyyyyyyyyz#zHzKzizzϽƦwwwwh CJaJh h 5CJaJh h!NCJaJhCJaJh!NCJaJh!Nh!NCJaJh!Nh!N5CJaJh, 5CJaJh #;5CJaJh-Jh #;5CJaJhGXh #;5CJaJh-Jh #;CJaJhGXh #;5CJ\aJ,w=w>wXwYwZw[wwwwwwsbb$d$Ifa$gd, zkdex$$Ifl7@8  t 0@844 lap ytC:K$d$Ifa$gdC:K wwww$d$Ifa$gd, $d$Ifa$gdC:Kwwx*d$IfgdC:Kkd y$$Ifl\ +7.N  t(0@844 lap(ytC:Kxzx{xxyy*yyyyyyJzKzizzzzZ{[{\{d$Ifgd d$IfgdC:K & Fd$Ifgd+&d$Ifgd!N & F d$Ifgd+&zzzz {H{Y{Z{\{{{{{{{{||| | ||·yqi^SH=h #;5CJ\aJh-Jh #;CJaJh hTCJaJhhCJaJh!NCJaJh #;CJaJhTCJaJ%hhB*OJPJQJ^JphhB*OJPJQJ^Jph%hP-hP-B*OJPJQJ^Jphh h #;CJaJh h CJaJhCJaJh CJaJh h #;5CJaJh h 5CJaJh h CJaJ\{{{{{{|| |d$If^gdT & Fd$Ifgd+&d$IfgdC:K & Fddd$If[$\$gd+&ddd$If[$\$gd & Fddd$If[$\$gd | |+|||E///$d$7$8$H$Ifa$gdC:Kkd z$$Ifl\ +7.N  t0@844 lap(ytC:K|*|+||||||}}}}}},}-}Q}R}S}b}c}j}k}z}}}Źέܨ~sj_WKh h2+5CJaJhCJaJhh CJaJh 5CJaJhlsh2+CJaJh+&CJaJhfF5CJaJh-Jh2+5CJaJh1h2+5 hfF5 hU5h h CJ\aJh h #;CJ\aJh #;CJ\aJh h #;5CJ\aJh-Jh #;CJaJh #;5CJ\aJhGXh #;5CJ\aJ|||||}}}fS@@SSSd$7$8$H$Ifgd #;d$7$8$H$IfgdC:Kkdz$$Ifl0z7l  t0@844 lapytC:K}}}}-}S}c}}b]UCCCd$If^gdC:K$a$gd2+gdnHkd{$$IflX0z7l t0@844 lapyt+&d$7$8$H$Ifgd }}}}}}}VDDDDDd$If^gdC:KkdJ|$$IflF$ +7~ t"N  t 0@8    44 lapytC:K}}}}}}}}}}}}}~~~~~~~~~~,IJKLMמxfxZKh2h2B*CJaJph h B*CJaJph #hVoh 6B*CJ]aJph hVoh B*CJaJph hVoh CJaJhVoh 5CJaJh2+CJaJh%h B*CJaJph h%h CJaJh-M?h 5CJaJhlsh2+CJaJh2+5CJaJhfF5CJaJh-Jh2+5CJaJh-Jh2+CJaJ}}~~~d$If^gdC:K0d$1$7$8$H$If^`0gd 0d$If`0gdC:K~~~~~kYY=0d$1$7$8$H$If^`0gd d$If^gdC:Kkd}$$Ifl40$ 7~ .  t 0@844 lapytC:K~KLM|WEEEEd$If^gdC:Kkd}$$Ifl40$ 7~ .  t 0@844 lapytC:Kd$1$7$8$H$Ifgd2 (?Ӂ QRXYῶٔفul^UD^ j~h*5CJUaJh*5CJaJjh*5CJUaJh ~@5CJaJh ~@h ~@5CJaJh9 h ~@CJaJh%TCJaJh%ThZ-=5CJaJhZ-=hZ-=CJaJh%Th%TCJaJhI-e5CJaJhz5CJaJ h4h ~@5B*CJaJphh ~@CJaJh2+5CJaJh-Jh2+5CJaJhfF5CJaJ (Rd$If^gd%T & Fd$Ifgd+& d$If^gd%Td$If^gd ~@Hd$If^HgdC:Kd$If^gdC:K/0KLMghijƻwl`W`LD<h2+CJaJh2CJaJh-Jh2+CJaJh2+5CJaJh-Jh2+5CJaJhlsh2+CJaJhguhgu5CJaJh9#h9#0JCJaJj8h9#CJUaJjh9#CJUaJh9#CJaJh.CJaJha\hguCJaJhgu5CJaJh i h CJaJhZ-=5CJaJjh*5CJUaJh*h*0J5CJaJRij$d$If^a$gdC:KHd$If^HgdC:Kd$If^gdgu & Fd$Ifgd+&hd$If^hgd%T )d$If^gdC:KkdÁ$$Ifl4[\$ +17~ `t"T  t(0@844 lap(ytC:K…d$If^gdgjZd$If^gdC:KÅŅ̅߆5ƸƟwkk_SJSh2+5CJaJh-Jh2+5CJaJhGXh2+5CJaJhlsh2+CJ\aJhPhP0JCJ\aJ jhPCJU\aJhPCJ\aJjhPCJU\aJht5CJ\aJhGXh2+5CJ\aJ&h-Jh2+5CJOJQJ\^JaJh-Jh2+CJaJh2CJaJh-JhgjZCJaJhgjZCJaJ…ÅąŅ;((d$7$8$H$IfgdC:Kkd$$Ifl4\$ +17~ t"T  t 0@844 lap(ytC:KŅ-kd$$Ifl4F$ +7~ t"N   t0@8    44 lapytC:K$zd$7$8$H$If^za$gdC:Kzd$7$8$H$If^zgdC:Kd$7$8$H$IfgdC:KS@@)zd$7$8$H$If^zgdC:Kd$7$8$H$IfgdC:Kkd$$Ifl4?F$ +7~ t"N   t 0@8    44 lapytC:K߆TC$d$Ifa$gdC:Kkdz$$Ifl?F$ +7~ t"N   t 0@8    44 lapytC:K߆456klmsssssbssss$d$Ifa$gd $d$Ifa$gdC:Kzkd]$$Ifl7@8  t 0@844 lap ytC:K 56klm JKMbU}ǼៗvnbVJBh CJaJhz/!h2+5CJaJhz/!h 5CJaJhth5CJaJhCJaJh!Nh5CJaJh5CJaJhht5CJaJhCJaJhH6CJaJhH65CJaJhtht5CJaJh-Jh2+CJaJhGXh2+5CJaJhGXh2+5CJ\aJh2+5CJaJh-Jh2+5CJaJh 5CJaJmkd$$Ifl\ +7.N  t(0@844 lap(ytC:K$d$Ifa$gdC:KKLMb~d$Ifgdz/!d$Ifgd  & Fd$Ifgd+& & Fd$Ifgd+&d$Ifgd & Fd$Ifgd+&d$IfgdC:K}~߉؋ًڋмvaNF>h2+CJaJhTCJaJ%hP-h2+B*OJPJQJ^Jph(hP-hP->*B*OJPJQJ^Jph4jhP-hP-B*OJPJQJU^Jph.jhP-hP-B*OJPJQJU^Jph%hP-hP-B*OJPJQJ^Jphh h2+CJaJhz/!5CJaJhz/!hz/!5CJaJhCJaJhz/!CJaJhz/!h 5CJaJh CJaJ*l d$If^gdTd$If^gdH6 & F d$Ifgd+& & Fddd$If[$\$gd+&d$IfgdC:K 56ŌƌԌՌ 012345GHlmn~⻯׍zrf]fUh,^CJaJh4t 5CJaJh-Jh4t 5CJaJh1h4t 5 h4t 5 hz/!5hCJ\aJh h)5CJ\aJh+&5CJ\aJh2+CJ\aJh h2+CJ\aJh h2+5CJ\aJhGXh2+5CJ\aJh2+5CJ\aJh-Jh2+CJaJh hTCJaJhH6CJaJ!6E///$d$7$8$H$Ifa$gdC:Kkd$$Ifl\ +7.N  t0@844 lap(ytC:KŌƌnjԌՌ֌fSSSSSSd$7$8$H$IfgdC:Kkd$$Ifl0z7l  t0@844 lapytC:K֌ 123d$7$8$H$IfgdC:Kd$7$8$H$Ifgd+& 345HnupcQQQQd$If^gd  ^`gd%TgdtkdD$$Ifl;0z7l t0@844 lapytC:K~ٍ܍ݍ*+,.BMNOVW4567kluxy齱|th4t CJaJh4t B*CJaJph h,^h4t B*CJaJph h%h4t B*CJaJph h%h4t CJaJh-M?h4t 5CJaJh4t 5CJaJh-Jh4t CJaJh7ICJaJh,^CJaJh i CJaJh-Jh4t 5CJaJhlsh4t CJaJ*ڍۍ܍ݍVDDDDDd$If^gd kd$$IflF$ +7~ t"N  t 0@8    44 lapyt +,d$If^gd 0d$1$7$8$H$If^`0gd,^0d$1$7$8$H$If^`0gd 0d$If`0gd ,-.O5kYY=0d$1$7$8$H$If^`0gd d$If^gd kd$$Ifl40$ 7~ .  t 0@844 lapyt 567fmnopqYGGGGGGd$If^gd kdy$$Ifl40$ 7~ .  t 0@844 lapyt 0d$If`0gd qrstuyz\d$7$8$H$Ifgd+& & Fd$7$8$H$Ifgd+& & Fd$Ifgd+& d$If^gd Hd$If^Hgd d$If^gd  <HZ[\ȓɓRS{ogg[SDjh2hCJUaJh2hCJaJjh2hCJUaJhPCJaJhU*yhgjZ5CJaJhgjZCJaJh+&h4t CJ\aJh6 h+&0JCJ\aJ j>h+&CJU\aJh+&CJ\aJjh+&CJU\aJhK\h4t 5CJaJhDh/x1>*CJaJh/x1CJaJh4t CJaJh+&CJaJhgjZhgjZCJaJuvwx$d$If^a$gd Hd$If^Hgd  8d$If^8gd  d$Ifgd  & Fd$Ifgd+&d$If^gdgjZ STstuwx͕ϕѕؕ ƺѺzlcRlDlh(fh(f0JCJ\aJ jƔh(fCJU\aJh(fCJ\aJjh(fCJU\aJh(f5CJ\aJhGXh4t 5CJ\aJ&h-Jh4t 5CJOJQJ\^JaJhdCJaJh-Jh4t CJaJh-Jh4t 5CJaJhlsh4t CJaJh4t 5CJaJh2hh2h5CJaJh2hh2h0JCJaJjh2hCJUaJ)d$If^gd kd$$Ifl4[\$ +17~ `t"T  t(0@844 lap(yt Εϕ)kd$$Ifl4\$ +17~ t"T  t 0@844 lap(yt d$If^gd ϕЕѕ $zd$7$8$H$If^za$gd d$7$8$H$Ifgd  G44d$7$8$H$Ifgd kd$$Ifl4F$ +7~ t"N   t0@8    44 lapyt  )kdS$$Ifl4?F$ +7~ t"N   t 0@8    44 lapyt d$7$8$H$Ifgd zd$7$8$H$If^zgd stuvsz.Nm,-¹¹ڤzzmcXh h4t CJaJhfLCJEHaJhrhfLCJEHaJhfLCJaJhrhfLCJaJh _hfLCJPJaJhfLCJPJaJhrhfL5CJaJhfL5CJaJh4t 5CJaJh-Jh4t 5CJaJhGXh4t 5CJaJh-Jh4t CJaJhGXh4t 5CJ\aJhlsh4t CJ\aJ=>stusb$d$Ifa$gdfLzkdC$$Ifl7@8  t 0@844 lap yt $d$Ifa$gd  uv$d$Ifa$gd *d$IfgdfLkd$$Ifl\ +7.N  t(0@844 lap(yt -%*9AM & F d$Ifgd+& & Fddd$If[$\$gd+&d$Ifgd d$1$7$8$H$IfgdfLd$IfgdfL-CQnop2l{$%)*LMNųУߘrjbjWLh-Jh4t CJaJh hTCJaJh4t CJaJhTCJaJ%hP-h4t B*OJPJQJ^Jph%hP-hP-B*OJPJQJ^Jphh h4t CJaJhE hfL0J5CJ\aJ#jhfL5CJU\aJhfL5CJ\aJjhfL5CJU\aJhg7hfLCJaJhfLCJaJhg7hfL5CJ\aJMNoȞE///$d$7$8$H$Ifa$gd kdF$$Ifl\ +7.N  t0@844 lap(yt NVnoȞ DESo}~ żųΞ΍m_SHhIx5CJ\aJh6 h4t CJ\aJh6 h%0JCJ\aJ&jޛh6 h%CJU\aJh6 h%CJ\aJ jh6 h%CJU\aJh%CJ\aJh hPCJ\aJhCJ\aJh4t CJ\aJhPCJ\aJh h4t 5CJ\aJh-Jh4t CJaJhGXh4t 5CJ\aJh4t 5CJ\aJEFS~fSSSSSSSSd$7$8$H$Ifgd kd$$Ifl0z7l  t0@844 lapyt  )=34EYZӢd$7$8$H$Ifgd )>?pqr123EXYZ[ijͥۜ}ofZLCh(fCJ\aJjh(fCJU\aJh h4t CJ\aJh%CJ\aJh y$h y$0JCJ\aJ jҝh y$CJU\aJjh y$CJU\aJh y$CJ\aJh6 h6 0JCJ\aJ jh6 CJU\aJh6 CJ\aJjh6 CJU\aJhIxCJ\aJh h4t 5CJ\aJh h%5CJ\aJ ѢҢӢԢբ֢%Wbdef$%ᤙxxqib^b^Rhh2+>*CJaJh2+ h> h2+h h2+>* h h2+h h2+5 h2+5 h+5 h G?5 h,^5 hD5h-Jh4t CJaJh h(fCJ\aJ j̠h(fCJU\aJh(fCJ\aJh4t CJ\aJh(fh(f0JCJ\aJjh(fCJU\aJ jIh(fCJU\aJӢԢբ֢dupphJ$d$YZ&#$/If^a$gdC:K$a$gd G?gd2+kd[$$Ifl;0z7l t0@844 lapyt def$%y^C^hd$YZ&#$/If^hgdC:Kd$YZ&#$/If^gdC:Kkd$$Ifl@88  t 6YZ 08644 lap ytC:K%789qrҥ"$)*NyƦ :;Ѩը٨ݨ 689:DES[n{ũȩ̩ө+46Dh2h%6hk\hTh y$h2+ hFhFhF hF>* h2+>*h%6h2+>*P%89qr  d$YZ&#$/If^gd2d$YZ&#$/Ifgd%6 & Fd$YZ&#$/Ifgd+&d$YZ&#$/If^gd%69:E)*+6|ի֫hd$YZ&#$/If^hgdC:Kd$YZ&#$/If^gd2d$YZ&#$/If^gd%6 & Fd$YZ&#$/Ifgd+&D[FZ\tūԫի֫׫ث2345689;<>?ABʾʧځyuyuyuyukjhP0JUh/8jh/8U h_w5>*hh2+>*CJaJhUCJaJhh2+CJaJhh2+5>*OJQJh2+5OJQJhh2+5OJQJhh2+5OJQJ\^J h h2+h h2+>* h> h2hFhTh2h2+(֫׫ث3nvkd$$Ifl @88 t 6YZ08644 laytC:Kd$YZ&#$/If^gdC:K3457*( dgd_wkdA$$Ifl\n #+@8 Ji  t 6YZ08644 lapytC:K78:;=>@AJKLWXYZ[h]hgd"y &`#$gd5 dgd_wBHIJLMSTUVWYZ[ h_w5>*h/8h70JmHnHuhPjhP0JU hP0J 51h0:p_w= /!"#$%  $$If!vh#v #v+:V l  t 06,5 5+p yt$$If!vh#v #v+:V lg  t 06,5 5+p yt$$If!vh#v #v+:V l  t 06,5 5+p yt$$If!vh#v #v+:V lr  t 06,5 5+p ytj$$If^!vh#v")#v:V l  t086,5")5a^pytJ$$If^!vh#v")#v:V l t086,5")5/ a^pytJ$$If^!vh#v")#v:V l  t086,5")5a^pytJ$$If^!vh#v")#v:V l t0865")5a^pytJ$$If!vh#v8#vj#v~ :V l  t(076585j5~ p(ytW3$$If!vh#v8#vj#v~ :V l) t076,585j5~ ytW3$$If!vh#v8#vj#v~ :V l t076,585j5~ ytW3$$If!vh#v8#vj#v~ :V lM t076,585j5~ ytW3$$If!vh#v8#vj#v~ :V l t076,585j5~ ytW3$$If!vh#v8#vj#v~ :V l t076,585j5~ ytW3$$If!vh#v2#v:V l  t06,525pyt$$If!vh#v2#v:V l  t06525/ pyt$$If!vh#v7:V l  t 0657/ p yt$$If!vh#v2#v:V l  t06525pyt$$If!vh#v2#v:V lL t06525pytDyK yK &http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Verbal and Visual Word Association.pdfyX;H,]ą'cwDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Vocabulary Squares.pdfyX;H,]ą'c$$If!vh#v7:V lL t0657/ p yt$$If!vh#v!8:V l  t 06,5!8/ p ytN0F$$If!vh#vG#v:V lv  t065G5pytN0FDyK yK Xhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Student Version Computer Enhancement.pdfyX;H,]ą'cDyK yK .http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Student Version.pdfyX;H,]ą'cDyK yK Vhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Student Version Computer Enhanced.pdfyX;H,]ą'cDyK yK 2http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Student Version.pdfyX;H,]ą'c$$If!vh#vG#v:V l t065G5/ ytN0F$$If!vh#vG#v:V l  t06,5G5pytN0FDyK yK Xhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Teacher Version Computer Enhancement.pdfyX;H,]ą'cDyK yK .http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Teacher Version.pdfyX;H,]ą'cDyK yK \http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Teacher VErsion Computer Enhancement.pdfyX;H,]ą'cDyK yK 2http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Teacher Version.pdfyX;H,]ą'c$$If!vh#vG#v:V l t06,5G5ytN0F$$If!vh#v7:V lC  t 6T 07657p ytC:K$$If!vh#vP+#v :V ll t 6T0765P+5 / ytC:K$$If!vh#v7:V l  t 6T 07657p ytC:K$$If!vh#v #v #v :V lc  t 6T0765 5 5 pytC:K$$If!vh#v #v #v :V l  t 6T0765 5 5 pytC:K$$If!vh#v #v #v :V l  t 6T0765 5 5 pytHq$$If!vh#v #v #v :V l  t 6T0765 5 5 pyt#$$If!vh#v #v #v :V l  t 6T0765 5 5 pytz$$If!vh#v #v #v :V l  t 6T0765 5 5 pyti0$$If!vh#v~ #vt"#vN :V l  t 0@85~ 5t"5N apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:KDyK yK Hhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/problem%20solution%20by%20the%20great%20horn%20spoon%20.pdfwDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Writing%20Prompt%20for%20By%20the%20Great%20Horn%20Spoon.pdfDyK yK http://prezi.com/zli1fuiraq0e/firsthand-vs-secondhand/yX;H,]ą'cDyK yK $http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/First and Secondand Anchor Chart.docxyX;H,]ą'cDyK yK 4http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Primary and Secondary Sources Information.pdfyX;H,]ą'cDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Context Clue Graphic Organizer.pdfyX;H,]ą'cDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Context Clues Practice.docxyX;H,]ą'cDyK yK >http://glittering.com/letters/"$$If!vh#v~ #vt"#vT#v:V l4[  t(0@8++,,5~ 5t"5T5ap(ytC:K$$If!vh#v~ #vt"#vT#v:V l4  t 0@8++,5~ 5t"5T5/ ap(ytC:K$$If!vh#v~ #vt"#vN :V l4  t0@8++,5~ 5t"5N / apytC:KDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Smarter%20Balanced%20Rubrics.pdf$$If!vh#v~ #vt"#vN :V l4?  t 0@8++,5~ 5t"5N / apytC:K$$If!vh#v@8:V l  t 0@8,5@8ap ytC:K$$If!vh#v.#v#vN :V l  t(0@8,5.55N ap(ytC:K$$If!vh#v.#v#vN :V l t0@85.55N / ap(ytC:K$$If!vh#v#vl:V l  t0@855lapytC:KDyK yK (http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Overland%20Route%20Firsthand%20Account.docxDyK yK 2http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Overland%20Route%20Secondhand%20Information.docxsDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Over%20Land%20Route.docxDyK yK https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/the-westward-movement-and-manifest-destiny-1812-1860-15/manifest-destiny-119/oregon-and-the-overland-trail-629-9671/qDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Gold%20Rush%20Poems.pdfDyK yK |http://michaellamarr.com/hornspoon/hornspoon.htmlyX;H,]ą'cDyK yK $http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/By the Great Horn Spoon Summaries.pdfyX;H,]ą'cDyK yK $http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/By the Great Horn Spoon Questions.pdfyX;H,]ą'cDyK yK lhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Top%20Hat%20Graphic%20Organizer%20Firsthand%20and%20Secondhand%20Account.docx$$If!vh#v#vl:V l; t0@855lapytC:K$$If!vh#v~ #vt"#vN :V l  t 0@85~ 5t"5N apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:KDyK yK 2http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Routes%20to%20the%20Gold%20Fields%20Flipbook.pdfuDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Gold%20Route%20Matrix.pdf"$$If!vh#v~ #vt"#vT#v:V l4[  t(0@8++,,5~ 5t"5T5ap(ytC:K$$If!vh#v~ #vt"#vT#v:V l4  t 0@8++,5~ 5t"5T5/ ap(ytC:K$$If!vh#v~ #vt"#vN :V l4  t0@8++,5~ 5t"5N / apytC:KDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Smarter Balanced Rubrics.pdfyX;H,]ą'c$$If!vh#v~ #vt"#vN :V l4?  t 0@8++,5~ 5t"5N / apytC:K$$If!vh#v@8:V l  t 0@8,5@8ap ytC:K$$If!vh#v.#v#vN :V l  t(0@8,5.55N ap(ytC:K$$If!vh#v.#v#vN :V l t0@85.55N / ap(ytC:K$$If!vh#v#vl:V l  t0@855lapytC:KDyK yK xhttp://www.calgoldrush.com/graphics/byland.htmlyX;H,]ą'coDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Boss Questions.pdfyX;H,]ą'c_DyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Shores.pdfyX;H,]ą'cqDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Tanya Questions.pdfyX;H,]ą'ccDyK yK http://www.buzzfeed.com/weareteachers/25-awesome-anchor-charts-for-teaching-writing-h0xt?sub=3440111_3762147yX;H,]ą'cKDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Oreo Graphic Organizer.pdfyX;H,]ą'cmDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Opinion Writing Information and Samples.pdfyX;H,]ą'cDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Opinion Writing Prompts.pdfyX;H,]ą'cuDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Route Matrix.pdfyX;H,]ą'cDyK yK rhttp://www.mycoted.com/Listing_Pros_and_ConsyX;H,]ą'cyDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Opinion Essay Plan.docxyX;H,]ą'c$$If!vh#v#vl:V l; t0@855lapytC:K$$If!vh#v~ #vt"#vN :V l  t 0@85~ 5t"5N apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:KDyK yK Xhttps://www.youtube.com/watch?v=lXOcFeSWxjYDyK yK Hhttp://www.wikihow.com/Pan-for-GoldDyK yK Vhttp://hunting4gold.com/blog/gold-panning/DyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Comparing%20Mining%20Techniques.pdf"$$If!vh#v~ #vt"#vT#v:V l4[  t(0@8++,,5~ 5t"5T5ap(ytC:K$$If!vh#v~ #vt"#vT#v:V l4  t 0@8++,5~ 5t"5T5/ ap(ytC:K$$If!vh#v~ #vt"#vN :V l4  t0@8++,5~ 5t"5N / apytC:KDyK yK $http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Unit5%20Task3%20Presentation%20Rubric.pdf$$If!vh#v~ #vt"#vN :V l4?  t 0@8++,5~ 5t"5N / apytC:K$$If!vh#v@8:V l  t 0@8,5@8ap ytC:K$$If!vh#v.#v#vN :V l  t(0@8,5.55N ap(ytC:K$$If!vh#v.#v#vN :V l t0@85.55N / ap(ytC:K$$If!vh#v#vl:V l  t0@855lapytC:K$$If!vh#v#vl:V lX t0@855lapyt+&$$If!vh#v~ #vt"#vN :V l  t 0@85~ 5t"5N apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:K$$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apytC:KDyK yK (http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/adj.%20order%20for%20gold%20rush%20noun.pdfDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Adjective%20order%20art%20sample.jpg"$$If!vh#v~ #vt"#vT#v:V l4[  t(0@8++,,5~ 5t"5T5ap(ytC:K$$If!vh#v~ #vt"#vT#v:V l4  t 0@8++,5~ 5t"5T5/ ap(ytC:K$$If!vh#v~ #vt"#vN :V l4  t0@8++,5~ 5t"5N / apytC:KDyK yK "http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Unit5%20Task%204%20Rubric%20AdjOrder.pdf$$If!vh#v~ #vt"#vN :V l4?  t 0@8++,5~ 5t"5N / apytC:K$$If!vh#v~ #vt"#vN :V l?  t 0@8,5~ 5t"5N / apytC:K$$If!vh#v@8:V l  t 0@8,5@8ap ytC:K$$If!vh#v.#v#vN :V l  t(0@8,5.55N ap(ytC:KDyK yK 6http://www.uspto.gov/kids/$$If!vh#v.#v#vN :V l t0@85.55N / ap(ytC:K$$If!vh#v#vl:V l  t0@855lapytC:K$$If!vh#v#vl:V l; t0@855lapytC:K$$If!vh#v~ #vt"#vN :V l  t 0@85~ 5t"5N apyt $$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apyt $$If!vh#v~ #v.:V l4  t 0@8+,5~ 5.apyt DyK yK Hhttp://www.uspto.gov/kids/kids.htmlDyK yK *http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit%205%20resources%20and%20pdfs/Sample%20Create%20Gold%20Rush%20Project.docx"$$If!vh#v~ #vt"#vT#v:V l4[  t(0@8++,,5~ 5t"5T5ap(yt $$If!vh#v~ #vt"#vT#v:V l4  t 0@8++,5~ 5t"5T5/ ap(yt $$If!vh#v~ #vt"#vN :V l4  t0@8++,5~ 5t"5N / apyt DyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Unit5Task5RubricAdvertisement.pdfyX;H,]ą'c$$If!vh#v~ #vt"#vN :V l4?  t 0@8++,5~ 5t"5N / apyt $$If!vh#v@8:V l  t 0@8,5@8ap yt $$If!vh#v.#v#vN :V l  t(0@8,5.55N ap(yt [DyK yK http://www.intel.com/content/www/us/en/education/k12/project-design/instructional-strategies/graphic-organizers.html$$If!vh#v.#v#vN :V l t0@85.55N / ap(yt $$If!vh#v#vl:V l  t0@855lapyt #DyK yK http://www.ghirardelli.com/about-ghirardelli/ghirardellis-heritage-160-yearsyX;H,]ą'cDyK yK `http://www.uspto.gov/kids/kids.htmlyX;H,]ą'cwDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Invention Handbook.pdfyX;H,]ą'cDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Rush Product Poster.pdfyX;H,]ą'cDyK yK http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Entrepreneurs of the Gold Rush.pdfyX;H,]ą'c$$If!vh#v#vl:V l; t0@855lapyt $$If!vh#v8:V l  t 6YZ 08658p ytC:K$$If!vh#v8:V l t 6YZ08658ytC:K$$If!vh#v #vJ#v#vi :V l  t 6YZ0865 5J55i pytC:K00hH6866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~ OJPJQJ_HmH nH sH tH V`V rv#Normal d$CJOJQJ^J_HaJmH sH tH DA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List VOV ` Medium Grid 1 - Accent 21 ^m$~@~ ` Table Grid7:V0CJOJQJ^JaJN@N ;b0HeaderdH$^JmHsHtHBo!B ;b0 Header CharCJOJQJ^JaJN @2N ;b0FooterdH$^JmHsHtHBoAB ;b0 Footer CharCJOJQJ^JaJ^@R^ ;b0 Balloon Text d CJOJQJ^JaJmHsHtHNoaN ;b0Balloon Text CharCJOJQJ^JaJ6U`q6 i0 Hyperlink >*B*phFV`F ``0FollowedHyperlink >*B* ph.)`. "y Page Number.X`. -M?@Emphasis6]Z`Z >XX Medium Grid 2$CJOJQJ^J_HaJmH sH tH *W`*  #;`Strong5\PK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK |]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]# [h $$$' lGvl#&*-0<2D56?9<>>5@tDFFH;K NPRT_V9X[<__beqg-iklnostwz|}5}~S-N%DB[WZ]`beisvz~  #%(),/3O * >S &Ht##'(%***'+)+E.\.@0J01233g5}56a7 9E9=FE?GAGpGsGGcHH;IILbMMNVVV0XUYYQ_y_{____`ratade`fhmnn@oo:puuuvvXvwwwx\{ ||}}}~~R…Ņ߆m֌3,5qϕ uMӢd%֫37[XY[\^_acdfghjklmnopqrtuwxy{|}    !"$&'*+-.012_r~mc34;44l555=6b6d6 7/71778;u<<<.=D=>>??G@`@BBCF-GNGPGGHHHHHIIINJ^J{JJJJKKKwLLMM N8TTTV=WOWWXX>ZZZz^^^^r___`:`<```,aaaaIb`bbbbccccdddddeeeejk1k?krkkkk llllZnnoXzz{|L}g}~~~كȋSs o >q1Z њ[XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX  '!!@ @H 0(  @P 0(  B S  ?\ _Hlt402205979 _Hlt402205980 _Hlt296759607 _Hlt402205973 _Hlt402205974 _Hlt404015899 _Hlt404015900 _Hlt404015909 _Hlt404015910 _Hlt404015970 _Hlt404015478 _Hlt404015479 _Hlt404015557 _Hlt404015558 _Hlt404015769 _Hlt404015770 _Hlt404016061 _Hlt404016062 _Hlt404016130 _Hlt404016131 _Hlt404015659 _Hlt404015660 _Hlt404015752 _Hlt404015753 _Hlt404015781 _Hlt404015782 _Hlt402260593 _Hlt402260594 _Hlt402260595 _Hlt395689749 _Hlt395689750 _Hlt402206693 _Hlt402206694 _Hlt402206891 _Hlt402206892 _Hlt402206927 _Hlt402206928 _Hlt402207077 _Hlt402207078 _Hlt402252173 _Hlt402252174 _Hlt402208013 _Hlt402208014 _Hlt404000798 _Hlt404000799 _Hlt403982727 _Hlt403982728 _Hlt403983025 _Hlt403983026 _Hlt402206869 _Hlt402206870 _Hlt402207242 _Hlt402207243 _Hlt395690765 _Hlt402207319 _Hlt402207320 _Hlt402172169 _Hlt402172170 _Hlt404593734 _Hlt404593749 _Hlt404593750 _Hlt404593813 _Hlt404593814 _Hlt404593879 _Hlt404593880 _Hlt403983613 _Hlt403983614 _Hlt403983615 _Hlt403984674 _Hlt403984675 _Hlt402251779 _Hlt402251780 _Hlt402207309 _Hlt402207310 _Hlt296845634 _Hlt402172195 _Hlt402208879 _Hlt402208880 _Hlt403981168 _Hlt403981169 _Hlt402209028 _Hlt402209029 _Hlt402209015 _Hlt402209016 _Hlt403981063 _Hlt403981064 _Hlt402253312 _Hlt402253313 _Hlt403981124 _Hlt403981125 _Hlt402208965 _Hlt402208966jj}}Q6Q6Q6BB7G7G:G:G H HIIUJUJXJXJZJZJKKLLMMXXZ^^^^___(`(```aaaccddddd e\@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@ @!@"@#@$@%@&@'@(@)@*@+@,@-@.@/@0@1@2@3@4@5@6@7@8@9@:@;@<@=@>@?@@@A@B@C@D@E@F@G@H@I@J@K@L@M@N@O@P@Q@R@S@T@U@V@W@X@Y@Z@[@kk~~R6R6R6BB8G8G;G;G H HIIVJVJYJYJ[J[JKKLLMMXXZ^^^^___)`)```aaaccddddd ešš\&&))&>.>hh~~578:;=>@AY\ r|     {'|'$(((Q+R+/0BBDDEEMMZZ]]cc r rss,t-t4w9wxx |'|78!pqFIEIġ6:|578:;=>@AY\::::::::::::::::::::::::::::::::::::::::!(,#6T3E  G)7#5s+N*^2j+B-UY/ 2P1V,8I :"RJAð~A2RfB`XED2D%&1IJNW6O TS߂ b\V4Z9]܋w^_2@M^sfyc&O6Qdf!hv9b5&Ln>F oXtqin_tt|$cwd ^`OJQJo( 8^8`OJQJo(^`OJQJ^Jo(o  p^ `OJ QJ o(  @ ^ `OJ QJ o( x^x`OJQJo(H^H`OJQJ^Jo(o ^`OJ QJ o( ^`OJ QJ o(h^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHhX^X`OJQJ^Jo(hHoh(^(`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHhX^X`OJQJ^Jo(hHoh(^(`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH^`CJOJQJo(^`CJOJQJo(opp^p`CJOJ QJ o(@ @ ^@ `CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(PP^P`CJOJ QJ o(h^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJ QJ o(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJ QJ o(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hH^`CJOJQJo(^`CJOJQJo(opp^p`CJOJ QJ o(@ @ ^@ `CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(PP^P`CJOJ QJ o(h^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh ^ `OJQJo(hHhX^X`OJQJ^Jo(hHoh(^(`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hHh^`OJQJ^Jo(hHoh^`OJQJ^Jo(hHohp^p`OJ QJ o(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJ QJ o(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJ QJ o(hH^`CJOJQJo(^`CJOJQJo(opp^p`CJOJ QJ o(@ @ ^@ `CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(^`CJOJ QJ o(PP^P`CJOJ QJ o(!TSfyc!h+N*Dw^&1I@M^I :B-5s2P1~AW6O,89]F on_ttXtq/j+ b\XED &Lncw,#6QdfBRJA3G)7!!                                                                                                                                                                                                                                                                     Rb\LF@~#I ,s]VGImk{7'&=x8 @ i 4t ; E g c5 l@ nI Yj#K^%E,6 %C*P`z =-W3gui 'o z/!D"D["j"^c$*n$ y$N'K(M ) +2+H+,M,4o,P-*-=-$.>.u.`S/T0O20)1|j1/x152<3[3d3%4 4;m4_/5s5_6777eA7K7j7/8 #;:;a"=Z-=q=y>!?@? G?UK?-M?P\?x?L@ ~@VYADBC,DN0F?GBqGnHP I>Iy JC:K/LFYLfLkyM!N!ORWR,S TTS(TUU2_U(VXGX>XXcXgjZ[ [X[Y[r[\K\;]_`4a(LaeuabBclc~cI-e,g:g-VgK7hnhDi[idaiXj]j,k#gklOPl$m oVo%ptIpQpq@qHq!rPrs's&Ps\slsVu7?u Suvjv=/w_wkwn;xIxU*yqyz'z0zJu{ G|U|(}F}d}j9~CL~T~e~mJ+H/ 2L!%'] cTi"ep i02[t"ybU&=G2h6, ;o+5` !?n\+8gHx@Lg2nw|d W0)57\pRotz5NkA(f!IorvwX'@&B\d.bI9X-SjW*DfFy| wU=I +&Y>%7 5=29#L4np7a(,jxW $Xw[0_DUF)~P9Wa'O;J'#UW4H6;_<`av2e%T, q)Sk)2q>3Z .G.@.-JKYfHk\#.45C,^7I|*MQ8l:DEGu *Y9bKhj187l?bM%6wt5uEcvN $)tFha\e 9 P!h!*)rsw57@ 88Hh(88[@Unknown G*Ax Times New Roman5Symbol3 *Cx Arial] Lato LightTimes New RomanY ArialNarrow,BoldCambria7@ CalibriA Arial Narrow5 *[`)Tahoma? *Cx Courier New;WingdingsA$BCambria Math q'h66q#'S*S*!x24 C#qHP ?'`2! xx ,!CVUSD s Unit 5 Planning OrganizerLarry AinsworthCVUSD!                            Oh+'0 $ H T ` lx'$CVUSDs Unit 5 Planning OrganizerLarry Ainsworth Normal.dotmCVUSD2Microsoft Macintosh Word@@&yG@3v@3v ՜.+,D՜.+,l( hp  '$Ontario-Montclair School District*S "CVUSDs Unit 5 Planning Organizer TitleD8 DDnD _PID_HLINKSIsMyDocuments@display_urn:schemas-microsoft-com:office:office#SharedWithUsersSharedWithUsers'A4Ctzchttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Entrepreneurs of the Gold Rush.pdfW }http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Rush Product Poster.pdfd-whttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Invention Handbook.pdfo$http://www.uspto.gov/kids/kids.htmlMhttp://www.ghirardelli.com/about-ghirardelli/ghirardellis-heritage-160-yearsuhttp://www.intel.com/content/www/us/en/education/k12/project-design/instructional-strategies/graphic-organizers.htmlg http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Unit5Task5RubricAdvertisement.pdfHDhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Sample Create Gold Rush Project.docxo$http://www.uspto.gov/kids/kids.html#phttp://www.uspto.gov/kids/O\http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Unit5 Task 4 Rubric AdjOrder.pdfw5http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Adjective order art sample.jpg=Jhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/adj. order for gold rush noun.pdf http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Unit5 Task3 Presentation Rubric.pdf ihttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Comparing Mining Techniques.pdfn%+http://hunting4gold.com/blog/gold-panning/T'$http://www.wikihow.com/Pan-for-GoldX<,https://www.youtube.com/watch?v=lXOcFeSWxjYlxhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Opinion Essay Plan.docxhG~-http://www.mycoted.com/Listing_Pros_and_Cons>Y{vhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Route Matrix.pdfH2x|http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Opinion Writing Prompts.pdf3Curhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Opinion Writing Information and Samples.pdfrahttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Oreo Graphic Organizer.pdf!Eomhttp://www.buzzfeed.com/weareteachers/25-awesome-anchor-charts-for-teaching-writing-h0xt?sub=3440111_3762147Bylthttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Tanya Questions.pdf`uikhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Shores.pdf)|fshttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Boss Questions.pdfgc0http://www.calgoldrush.com/graphics/byland.html t`;http://www.mycoted.com/creativity/techniques/listingpc.phpLK]}http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Smarter Balanced Rubrics.pdf>YZvhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Route Matrix.pdfz<Whttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Routes to the Gold Fields Flipbook.pdfKmThttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Top Hat Graphic Organizer Firsthand and Secondhand Account.docxsZQhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/By the Great Horn Spoon Questions.pdfjTNhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/By the Great Horn Spoon Summaries.pdfiQK2http://michaellamarr.com/hornspoon/hornspoon.htmlhHthttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Gold Rush Poems.pdfjEhttps://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/the-westward-movement-and-manifest-destiny-1812-1860-15/manifest-destiny-119/oregon-and-the-overland-trail-629-9671/Buhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Over Land Route.docx7?http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Overland Route Secondhand Information.docx'<http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Overland Route Firsthand Account.docx;9Fhttp://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htmLK6}http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Smarter Balanced Rubrics.pdfzo3http://glittering.com/letters/z0|http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Context Clues Practice.docxg5-http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Context Clue Graphic Organizer.pdf*P*http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Primary and Secondary Sources Information.pdf#['http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/First and Secondand Anchor Chart.docxt.$7http://prezi.com/zli1fuiraq0e/firsthand-vs-secondhand/J!uhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain/2246/Writing Prompt for By the Great Horn Spoon.pdfdBhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/problem solution by the great horn spoon .pdfThttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Teacher Version.pdf&http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Teacher VErsion Computer Enhancement.pdf=-http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Teacher Version.pdfO http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Teacher Version Computer Enhancement.pdfIhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Student Version.pdfv5 http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Post Test Student Version Computer Enhanced.pdf 5 http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Student Version.pdfR8http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Grade 4 Unit 5 Pretest Student Version Computer Enhancement.pdf%xwhttp://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Vocabulary Squares.pdf)*http://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/domain/2246/unit 5 resources and pdfs/Verbal and Visual Word Association.pdf1PGracia, Valerie;Milversted, Angela;Martinez, Selena;Mounce, Erin;Lane, Cheryld9;#Gracia, Valerie;#10;#Milversted, Angela;#11;#Martinez, Selena;#12;#Mounce, Erin;#8;#Lane, Cheryl  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./012346789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ Root Entry FhKvData 5G1Table<WordDocument7hSummaryInformation(DocumentSummaryInformation8HFCompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8