ࡱ>  bjbj  H+80n ('>'>'>')e*,*rtttttt$af*u)^)**>'>'7777*>'>'r7*r77Ω>'PVD;g1~`^0y2y\yP**7*****7*******y********* :  ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF ENGLISH LANGUAGE ARTS Fifth Grade PARCC Aligned Curriculum Guide Module C  School Year 2014-2015  Grade 5 Unit Plan Module C Unit planning provides you with a sense of direction and organization that helps the teacher and the class to achieve significant academic gains within a particular time period. It encourages alignment between teaching practice and three interrelated goals Acquisition (of knowledge and skills), Meaning Making (understanding of big ideas) and Transfer of learning.  SHAPE \* MERGEFORMAT  Grade5ModuleCUnit ThemeAnalyzing to Choose SidesUnit SummaryIn Unit 3, students will be engrossed in various informational, narrative nonfiction and historical fiction texts focused on the theme: Analyzing to Choose Sides. Using the JOURNEYS anthology as the starting point, the students will read various short informational, non-fiction & fiction texts that push students to delve deeply into topics becoming experts who can communicate knowledgeably on a topic. Students will be able to communicate authors stances on a topic as well as their own. In addition to using JOURNEYS, the teacher will use mentor texts such as novels, picture books as read-alouds, articles, videos and documentaries, and excerpts from larger texts. Students will also read and analyze literature to aid in understanding non-fiction and informational texts.Big IdeaIn this unit, students will explore the theme of Analyzing to Choose Sides. Students will closely analyze texts to determine authors purposes, to make connections and to evaluate and critique texts. Using text features, graphic features and the characteristics of texts structures, students will delve into complex fiction, non-fiction and informational texts to draw conclusions, infer, make connections and to delve deeply into a topic as a researcher would. Students will engage in class and peer discussions to push their understanding of topics and to closely analyze how writers of non-fiction and informational texts use crafts and techniques to effectively write in the genre. Students will also closely read literature to understand characters motivations and points of view.Pacing Guide Unit 3 9 weeks (Third Marking Period)BackgroundTo understand texts, students should be able to: articulate the structure of a text in order to analyze the author's technique understand point of view as an opinion understand First and Third person point of view read closely to identify main ideas read closely to identify authors purposes articulate the importance of understanding an informational texts structure to understand its meaning. [The structures of these texts are: Cause/effect; Chronological/Sequence; Problem/Solution; Descriptions; Comparison/Contrast; Propositions/Support] understand characters motivations and points of view read texts to gather information and draw conclusions before declaring an opinion or idea engage in meaningful classroom discussions where they speak about and listen to the analyses and critiques of texts express their thoughts through writing Note to Teacher: You will be using unit 4 of the Units of Study [The Research-Based Argument Essay]. Although argument writing enters the standards at grade 6, Lucy Calkins has created highly effective and engaging sessions that introduce grade 5 students to argument writing. The work in this unit is rigorous. Students are expected to structure their writing so that it includes claims that are supported by reasons that are backed by evidence. Ensure that you are helping students create an organizational structure where ideas are logically grouped to support the writers purpose. Be sure to read Overview of the Unit (page vii). This will give you more insight into the major work of this unit. I strongly suggest that you use the articles on chocolate milk during the reading portion of your ELA block. Allow students to close read these articles in preparation for the writing sessions that will use the same articles. This will support students in understanding the texts that are presented during writers workshop. Articles from Newsela will be placed in the Module C Resource folder. These informational texts are engaging, can be adjusted to be on a 4th or 6th grade level (for differentiating) and will lend themselves to opinion-based discussions and writing. Text analysis includes the ability to communicate the structure of a text and how structure is crucial to meaning. See the Prezis on text structure, text types and text features on page 18 of this document to support students in this area.  Learning Outcomes Student Goals: To show proficiency, I will: Read closely to analyze and critique texts. Use persuasive writing techniques in order to convey point(s) and convince an audience to agree. Use vocabulary strategies to determine meanings of unfamiliar words and figurative language Use the text to draw conclusions and make generalizations. Identify the main idea(s) in a text, as well as supporting details Use various text and graphic features when analyzing informational texts. Use various text and graphic features when analyzing non-fiction texts. Use speaking and listening to interact with others for the purposes of contributing to a class discussion, sharing and explaining ideas, viewpoints, and opinions, solving problems, completing tasks, presenting ideas and information, and recounting experiences in order to develop a deeper understanding of the text and the topic. Conduct research and organize writing using text and graphic features, summarizing, paraphrasing, direct quotes. Be able to compose an opinion piece on topics, supporting a point of view with reasons and information. Essential Questions How do readers determine the meanings of unfamiliar words within a text? How do writers compose effective opinion pieces? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writers choice of words? How do I figure out a word I do not know? How do readers construct meaning from texts? Why conduct research? How do good writers express themselves? How does process shape the writers product? How do writers develop a well written product? How can discussion increase our knowledge and understanding of a topic?Enduring Understandings Good readers use vocabulary strategies such as using context clues, applying knowledge of Greek and Latin Word Roots, prefixes, and suffixes, and so on. Good writers conduct research, using various credible sources and reading through the information thoroughly, in order to select important and relevant information to include in their writing. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension Words powerfully affect meaning. Readers use language structure and content clues to identify the intended meaning of words and phrases as they are used in text. Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Researchers gather and critique information from different sources for specific purposes. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Oral discussion helps to build connections to others and create opportunities for learning. AssessmentsFormative: a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes. Formative assessment is a method of continually evaluating students academic needs and development within the classroom and precedes local benchmark assessments and state-mandated summative assessments. 3 Types of Formative Assessments: on-the-fly (those that happen during a lesson) planned-for-interaction (those decided before instruction) curriculum-embedded (embedded in the curriculum and used to gather data at significant points during the learning process). Exit Tickets Anecdotal Notes Talk Moves Quiz Quick-Writes Concept Map Think-Pair-Share Use of Individual Whiteboards Summaries & ReflectionsSummative: cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term learning goals have been met.(State-mandated assessments ,District benchmark or interim assessments, End-of-unit or -chapter tests) State Mandated Assessments DWA Benchmark End of Unit Tests Open-Ended Responses to Literature Published Writing Pieces Selection Tests On-Demand Writing Authentic Assessment: Performance-based assessment is an alternative that is designed to encompass a better overall representation of student progressto gather a demonstration of the scope of knowledge a student has on a subject rather than simply testing the accuracy of their response on a selection of questions. See Culminating Activities (page 15-16) (Students are to select one activity of their choice).STANDARDSReading LiteratureBUILT IN (standards that are a part of every lesson)WHEN APPOPRIATE (standards that wont be used daily but for particular lessons)RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.  5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Reading: Information TextBUILT IN (standards that are a part of every lesson)WHEN APPOPRIATE (standards that wont be used daily but for particular lessons)RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.  RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. WritingBUILT IN (standards that are a part of every lesson)WHEN APPOPRIATE (standards that wont be used daily but for particular lessons)W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. W.5.1.B Provide logically ordered reasons that are supported by facts and details. W.5.1.C Link opinion and reasons using words, phrases, and clauses (e.g., consequently,specifically). W.5.1.D Provide a concluding statement or section related to the opinion presented.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.A Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2.C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2.E Provide a concluding statement or section related to the information or explanation presented.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3.E Provide a conclusion that follows from the narrated experiences or events.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.9.A Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). W.5.9.B Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]""). W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Speaking and ListeningSL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. SL.5.1.A 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.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)LanguageL.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1.A Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.1.B Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.1.C Use verb tense to convey various times, sequences, states, and conditions. L.5.1.D Recognize and correct inappropriate shifts in verb tense. L.5.1.E Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.2.A Use punctuation to separate items in a series. L.5.2.B Use a comma to separate an introductory element from the rest of the sentence. L.5.2.C Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.2.D Use underlining, quotation marks, or italics to indicate titles of works. L.5.2.E Spell grade-appropriate words correctly, consulting references as needed. L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. L.5.3.B Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.4.A Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4.B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5.A Interpret figurative language, including similes and metaphors, in context. L.5.5.B Recognize and explain the meaning of common idioms, adages, and proverbs. L.5.5.C Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Reading: Foundational SkillsRF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.5.3.A 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.5.4 Read with sufficient accuracy and fluency to support comprehension. RF.5.4.A Read grade-level text with purpose and understanding. RF.5.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Teaching Tasks-ReadingExtended Informational Texts (Read-Aloud) (Select 1) (Grade appropriate texts. Suggestions are listed below. ) Listening to Crickets: A Story about Rachel Carson by Rachel Carson. Lexile Level: 930. Guided Reading Level: R. Additional Themes: Saving the Environment, Courage, Bravery, Heroism The Watsons Go to Birmingham by Christopher Paul Curtis. Lexile Level: 1000, Guided Reading Level: U. Additional Themes: Civil Rights, Family Life, Tolerance and Acceptance, African American History Whale Rider by Witi Ihimaera. Lexile Level: 810. Additional Themes: The Role of Girls in Society, Family Life, Acceptance March On!: The Day My Brother Martin Changed the World by Christine King Farris. Lexile Level: 860, Guided Reading: S. Additional Themes: Civil Rights Movement, African American Historic Figures. Mrs. Frisby and the Rats of Nimh by Robert OBrien. Lexile Level: 790. Guided Reading: V. Additional Themes: Animal Testing, Courage, Bravery, Friendship and Survival. An Inconvenient Truth: The Crisis of Global Warming (Young Readers Version) by Al Gore. Lexile Level: 1070. Additional Themes: Environmental conservation, Climate Change, Global Warming, Greenhouse Effect. Harriet Tubman: Conductor on the Underground Railroad by Ann Petry. Lexile Level: 1000. Additional Themes: African American History, Slavery, Heroism, Abolition Island of the Blue Dolphins by Scott ODell. Lexile Level: 1000. Guided Reading Level: V. Additional Themes: Determination and Perseverance, Native American culture, Respect for Humanity. Bud, Not Buddy by Christopher Paul Curtis. Lexile Level: 950. Guided Reading Level: U. Additional Themes: Adoption and Foster Care, Running Away, African American Music, The Great Depression Short Texts (Select 5-9) (Literature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction, myth, poetry and drama) JOURNEYS Selections Dangerous Crossing (Lesson 11 in JOURNEYS) Revolution and Rights (Lesson 11 in JOURNEYS) Cant You Make Them Behave, King George? (Lesson 12 in JOURNEYS) A Spy for Freedom (Lesson 13 in JOURNEYS) James Forten by Walter Dean Myers. (Lesson 14 in JOURNEYS) We Were There, Too! Joseph Plumb Martin and Sybil Ludington (Lesson 15 in JOURNEYS) Dangerous Crossing by Stephen Krensky (Lesson 11 in JOURNEYS) JOURNEYS MAGAZINE Additional Literature Selections Additional Texts in StoryWorks (Non-fiction texts are biographies & autobiographies. Informational texts are: books about scientific concepts, technical textsdirections, formsand texts displaying information in graphs, charts, maps, etc.) Science (Select 1-2) Newsela Articles found in the Module C folder Additional Texts in StoryWorks Social Studies/The Arts  HYPERLINK "https://www.youtube.com/watch?v=lcllrqZgxwE" https://www.youtube.com/watch?v=lcllrqZgxwE [Clip from the Great Debaters: Integration of schools - PRO]  HYPERLINK "http://www.youtube.com/watch?v=CiHHQIWiwIU" http://www.youtube.com/watch?v=CiHHQIWiwIU [Clip from the Great Debaters: Integration of schools - CON] Newsela Articles found in the Module C folder Additional Texts in StoryWorks Tasks Guided Reading Close Reading Cooperative Learning Groups Literacy Centers Text Dependent Questions Readers Workshop Read Alouds Shared Reading Learning Log Exit Tickets Readers Theater Socratic Seminars Jigsaw Responses to LiteratureTeaching Tasks-WritingText Lucy Calkins Units of Study: Unit 4 Argument [Bends I, II, III] Write SourceGrade 5 (teacher resource) 6+1 Trait Writing Sample Opinion Topics (Research Reports) Endangered Species Conservation Efforts Global Warming/Climate Change Deforestation Oil Spills Nonviolent Protests Animal Testing Sample Narrative Topics Expose students to Narrative tasks that will be seen on the PARCC: Read a story, write an alternate ending Read an incomplete story and write the ending Read a story, re-write the story in another characters view point Portfolio Requirements -Informational On-Demand -Narratives One On-Demand -Informative 1 Research Project -Literary Analysis Task Response to an Informational Text Tasks Writers Workshop Independent Writing Shared Writing On-Demand Writing Journal Writing Reflection Quick-Writes Seed Ideas/Small Moments R.A.F.T. Prompts (Role, Audience, Format, Topic) Culminating Activity (Authentic Assessments)Create a Presentation: (PowerPoint/Video/iMovie/Speech) outlining a stand on any of the topics studied this unit. Sports Nation: Students create a presentation (PowerPoint/Video/iMovie/Video- taped talk show) outlining why the team or player they are highlighting is the best in the sport OR highlighting any other issue in a given sport. Are We There Yet?: Students create a pamphlet on a special place and write a letter to family members persuading them to take them to this place. Informational Guidebook: Students will create a pamphlet/booklet advertising a National Park of their choice. The guidebook should provide information which persuades patrons to visit the park during a vacation or field trip. The guidebook should provide key details such as History, Interesting Facts, Activities & Facilities available, and so on. It should also include both text and graphic features. To make their campaign more compelling, students can film a commercial using iMovie or even design a trade show booth and host a summer travel ideas conference. Proposal & Speech: Students can compose a written proposal to their principal for an Earth Day Initiative that the student body can participate in. For example, a School-Wide Recycling Program, Neighborhood Clean-Up Day, Local Beach Clean Up, Fundraisers Selling Reuseable Shopping Bags, etc. After the students complete their proposals using the template, they will have to write a Speech where they will pitch their ideas to the principal. The Speech should include a strong introduction, persuasive language, reasons supporting their plan, costs (if any), positive outcomes/benefits, and a convincing conclusion. Visual Display: Students can use a Tri-Fold Display Board to provide information on an Endangered Species. Included on the display board should be information on the animal, their habitat, predators & prey, information on behavior & lifestyle, as well as why they are endangered and ways we can help. The students can include an assortment of graphic features such as photographs/pictures, graphs, tables, maps, etc. Their display board should be organized using headings and should include other text features such as bolded vocabulary & domain specific words, footnotes/glossary of terms, captions, text boxes, and so on. Smart Phones: Students create a written piece or some other type of presentation to discuss the differences between iPhones and Androids. They should be sure to choose a device that they think is better and be able to support their thinking with research/facts. Happy Holidays: Students should choose a person who they believe should have a national holiday like Dr. King. In writing or any other format, students should discuss the person and give strong reasons as to why this person should hold this honor. My Playlist: The student should create a playlist of five to seven songs that he/she feels best depicts the story arc of Bud, Not Buddy OR any novel of their choosing. Students must write to explain why they have chosen the specific songs on their playlists.PARCC Terms (see Appendix A for complete list and explanation of each)Performance-Based Assessments: Performance-based assessment is an alternative that is designed to encompass a better overall representation of student progressto gather a demonstration of the scope of knowledge a student has on a subject rather than simply testing the accuracy of their response on a selection of questions. Literary Analysis Task (LAT): This task will ask students to carefully consider literature worthy of close study and compose an analytic essay. Research Simulation Task (RST): In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays. Narrative Task (NT): In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes or objects, for example. Evidence-Based Selected Response (EBSR): multiple choice assessment Technology-Enhanced Constructed Response (TECR): computer-based assessment Prose-Constructed Response (PCR): open-ended questions  Graphic Organizers (see Appendix C for complete list and explanation of each)Cause and Effect (JOURNEYS Lesson 6(Projectable 6.3) Vocabulary Strategies: Antonyms (JOURNEYS Lesson 6(Projectable 6.5) Understanding Characters (JOURNEYS Lesson 7(Projectable 7.3) Understanding Idioms (JOURNEYS Lesson 7(Projectable 7.5) Persuasion Map (JOURNEYS Lesson 8(Projectable 8.3) Prefixes En-, Re-, Pre-, Pro- (JOURNEYS Lesson 8(Projectable 8.5) Conclusions and Generalizations (JOURNEYS Lesson 9(Projectable 9.3) Greek and Latin Roots: rupt, photo, scrib, tele (JOURNEYS Lesson 9(Projectable 9.5) Main Idea and Supporting Details (JOURNEYS Lesson 10(Projectable 10.3) Completing Analogies (JOURNEYS Lesson 10(Projectable 10.5) Using a Dictionary (JOURNEYS Lesson 11(Projectable 11.5) Using Reference Sources (See Attached) Text-Dependent Questions (See Attached) Citing Textual Evidence (See Attached) Main Idea Chart (See Attached) Narrative Writing Organizer (See Attached) Research Report Graphic Organizer (See Attached) Analyzing Non-Fiction Articles (See Attached) K-W-L Chart (See Attached) Concept Map (See Attached) Cause & Effect Essay Graphic Organizer (See Attached) Compare and Contrast Essay Graphic Organizer (See Attached) Proposal Template (See Attached)Differentiation (see Appendix B for complete list and explanation of each)When using JOURNEYS materials, 4 levels of differentiation are provided for each lesson. (1)English Language Learner, (2) Below Level, (3) On Grade Level, (4) Above Grade Level. This includes Practice Books, Leveled Readers, Projectables, Graphic Organizers, Vocabulary, and so on. The students also have access to Think Central online which allows students to have the text read to them in English or Spanish. If students take the Selection Test online for the corresponding lesson, Think Central provides Prescriptions for each student based on questions they answered incorrectly and any patterns noticed. This is extremely helpful in planning and grouping. During Literacy Centers, students should be grouped based on ability and reading level. By completing Diagnostic Assessments and Running Records in the beginning of the year, you will be able to manage groupings. These are not permanent, and groups should be changing as students needs change. During Guided Reading, the students in the small group are reading materials at their level and targeting skills as necessary. Using technology to differentiate is also very useful. On websites such as Study Island and Spelling City, you can assign specific tasks, lessons and activities to individuals or groups of students based on need. Storyworks website ( HYPERLINK "http://www.scholastic.com/storyworks" www.scholastic.com/storyworks) provides differentiation activities/worksheets for all of their articles in each magazine. They even have the same article at different Lexile Levels. In addition, students can listen to the articles and there are usually accompanied videos (for visual/audio learners). Newsela articles are an effective way of using the same text for each student with each text being on the independent reading level of each student. In the Module C Resources folder you will find the Newsela articles. All of these articles are on a grade 5 level. To differentiate, go to  HYPERLINK "http://www.newsela.com" www.newsela.com and type in the name of the article you would like to use. On the right side of the screen choose the lexile level you want for the article. The grade span is grades 4 through 12. You may choose to have the article available at grades 4, 5 and 6.  Technology Text Structure  HYPERLINK "https://prezi.com/n-iywrn3xz-j/text-structure/" https://prezi.com/n-iywrn3xz-j/text-structure/ Text Features  HYPERLINK "https://prezi.com/ynntnvyq35xy/text-features-and-purpose/" https://prezi.com/ynntnvyq35xy/text-features-and-purpose/  HYPERLINK "http://www.slideshare.net/DorisPalmer/text-featurespowerpoint?next_slideshow=1" http://www.slideshare.net/DorisPalmer/text-featurespowerpoint?next_slideshow=1 Text Types HYPERLINK "../../tarverge/Downloads/Text Types (1).pdf"file:///C:/Users/tarverge/Downloads/Text%20Types%20(1).pdf Kid-Friendly sites on Animal Testing  HYPERLINK "http://www.planet-science.com/categories/over-11s/technology/2011/09/animal-testing---the-facts.aspx" http://www.planet-science.com/categories/over-11s/technology/2011/09/animal-testing---the-facts.aspx Cons of Testing  HYPERLINK "http://www.aboutanimaltesting.co.uk/using-animals-testing-pros-versus-cons.html" http://www.aboutanimaltesting.co.uk/using-animals-testing-pros-versus-cons.html Pros and Cons of Testing Watsons Go to Birmingham Activities, Organizers and Extension Lessons  HYPERLINK "http://www.roberthjackson.org/files/thecenter/files/educational-programming/birmingham_teachers_guide.pdf" http://www.roberthjackson.org/files/thecenter/files/educational-programming/birmingham_teachers_guide.pdf March on Washington and Civil Rights  HYPERLINK "http://www.history.com/topics/black-history/march-on-washington" http://www.history.com/topics/black-history/march-on-washington Articles, Videos, Speeches and Pictures on the March  HYPERLINK "http://www.ourdocuments.gov/doc.php?flash=true&doc=96" http://www.ourdocuments.gov/doc.php?flash=true&doc=96 Official Program for the March on Washington  HYPERLINK "http://www.newsweek.com/planning-march-washington-300305" http://www.newsweek.com/planning-march-washington-300305 Planning the March on Washington  HYPERLINK "http://www.c-span.org/video/?307539-1/1963-march-washington-jobs-freedom" http://www.c-span.org/video/?307539-1/1963-march-washington-jobs-freedom Video on the March on Washington  HYPERLINK "http://www.ibtimes.com/mlk-i-have-dream-speech-full-text-read-martin-luther-kings-entire-march-washington-1787100" http://www.ibtimes.com/mlk-i-have-dream-speech-full-text-read-martin-luther-kings-entire-march-washington-1787100 Full text of Dr. Kings Speech  HYPERLINK "http://news.yahoo.com/blogs/power-players-abc-news/rep--john-lewis-on-the-comic-book-that-changed-the-civil-rights-movement-225518794.html" http://news.yahoo.com/blogs/power-players-abc-news/rep--john-lewis-on-the-comic-book-that-changed-the-civil-rights-movement-225518794.html Comic Book that Changed the Civil Rights Movement  HYPERLINK "http://www.history.com/topics/black-history/civil-rights-movement/videos/bloody-sunday" http://www.history.com/topics/black-history/civil-rights-movement/videos/bloody-sunday Bloody Sunday [Voting Rights] Global Warming Websites  HYPERLINK "http://www.neok12.com/Global-Warming.htm" http://www.neok12.com/Global-Warming.htm NeoK12-Educational Videos, Lessons, and Games for K-12 Kids  HYPERLINK "http://www.epa.gov/climatechange/kids/" http://www.epa.gov/climatechange/kids/ A Students Guide to Global Climate Change  HYPERLINK "http://www.youngvoicesonclimatechange.com/movie_kids-global-warming.php" http://www.youngvoicesonclimatechange.com/movie_kids-global-warming.php Young Voices for the Planet  HYPERLINK "http://www.smithsonianmag.com/videos/category/3play_1/climate-change-101-with-bill-nye-the-science/?no-ist" http://www.smithsonianmag.com/videos/category/3play_1/climate-change-101-with-bill-nye-the-science/?no-ist Climate Change with Bill Nye the Science Guy  HYPERLINK "http://climatekids.nasa.gov/" http://climatekids.nasa.gov/ Climate Kids: NASAs Eyes on the Earth  HYPERLINK "http://science.howstuffworks.com/environmental/global-warming-videos-playlist.htm" http://science.howstuffworks.com/environmental/global-warming-videos-playlist.htm Could Global Warming Trigger a New Ice Age? Oil Spills Websites  HYPERLINK "http://www.cnn.com/2013/07/13/world/oil-spills-fast-facts/" http://www.cnn.com/2013/07/13/world/oil-spills-fast-facts/ Facts About Oil Spills  HYPERLINK "http://oceanservice.noaa.gov/facts/oilimpacts.html" http://oceanservice.noaa.gov/facts/oilimpacts.html Effects on Marine Life  HYPERLINK "http://corporate.exxonmobil.com/en/environment/emergency-preparedness/spill-prevention-and-response/valdez-oil-spill?parentId=ef7252d1-7929-4f5c-9fa2-05404bde2a0f" http://corporate.exxonmobil.com/en/environment/emergency-preparedness/spill-prevention-and-response/valdez-oil-spill?parentId=ef7252d1-7929-4f5c-9fa2-05404bde2a0f Exxons Perspective on Oil Spills Endangered Species Websites  HYPERLINK "http://www.kidsplanet.org/factsheets/map.html" http://www.kidsplanet.org/factsheets/map.html Electronic Fact Sheets on over 50 Species  HYPERLINK "http://www.animalfactguide.com/animal-facts/" http://www.animalfactguide.com/animal-facts/ Animal Fact Guide  HYPERLINK "http://www.konicaminolta.com/kids/endangered_animals/" http://www.konicaminolta.com/kids/endangered_animals/ Our Endangered Animals  HYPERLINK "http://www.kidsdiscover.com/spotlight/endangered-species/" http://www.kidsdiscover.com/spotlight/endangered-species/ Spotlight: Endangered Species  HYPERLINK "http://education.nationalgeographic.com/education/topics/endangered-species/?ar_a=1" http://education.nationalgeographic.com/education/topics/endangered-species/?ar_a=1 National Geographic: Endangered Species  HYPERLINK "http://www.sheppardsoftware.com/content/animals/kidscorner/endangered_animals/whats_the_problem.htm" http://www.sheppardsoftware.com/content/animals/kidscorner/endangered_animals/whats_the_problem.htm Why Are Some Animals Endangered? Deforestation  HYPERLINK "http://eschooltoday.com/forests/what-is-deforestation.html" http://eschooltoday.com/forests/what-is-deforestation.html Forest Preservation Facts  HYPERLINK "http://kids.mongabay.com/lesson_plans/lisa_algee/deforestation.html" http://kids.mongabay.com/lesson_plans/lisa_algee/deforestation.html Deforestation defined  HYPERLINK "http://www.ecokids.ca/pub/eco_info/topics/forests/threats.cfm" http://www.ecokids.ca/pub/eco_info/topics/forests/threats.cfm Threats to Our Forests  HYPERLINK "http://www.childrenoftheearth.org/deforestation-information-for-kids.html" http://www.childrenoftheearth.org/deforestation-information-for-kids.html Causes & Effects of Deforestation The Underground Railroad  HYPERLINK "http://www.history.com/topics/black-history/underground-railroad/videos" http://www.history.com/topics/black-history/underground-railroad/videos Video on the Underground Railroad  HYPERLINK "https://www.youtube.com/watch?v=ylqQibHXL_4" https://www.youtube.com/watch?v=ylqQibHXL_4 Harriet Tubman and the Underground Railroad  HYPERLINK "http://www.teachertube.com/video/underground-railroad-19374" http://www.teachertube.com/video/underground-railroad-19374 Underground Railroad Video  HYPERLINK "http://video.pbs.org/video/1479874539/" http://video.pbs.org/video/1479874539/ Experience on the Underground Railroad  HYPERLINK "https://www.youtube.com/watch?v=60oFmPwLz8U" https://www.youtube.com/watch?v=60oFmPwLz8U Leaders of the Underground Railroad  HYPERLINK "http://www.pbs.org/wgbh/aia/part4/4p2944.html" http://www.pbs.org/wgbh/aia/part4/4p2944.html Article on the Underground Railroad  HYPERLINK "http://www.history.com/topics/black-history/underground-railroad" http://www.history.com/topics/black-history/underground-railroad Articles, Videos and Speeches on the Underground Railroad  HYPERLINK "http://education.nationalgeographic.com/education/media/underground-railroad-journey-freedom/?ar_a=1" http://education.nationalgeographic.com/education/media/underground-railroad-journey-freedom/?ar_a=1 Journey to Freedom  HYPERLINK "http://people.hofstra.edu/alan_j_singer/Docket/Emancipation_Proclamation/11TheUndergroundRailroadInNewJersey.pdf" http://people.hofstra.edu/alan_j_singer/Docket/Emancipation_Proclamation/11TheUndergroundRailroadInNewJersey.pdf The Underground Railroad in New Jersey The Maori People  HYPERLINK "http://en.wikipedia.org/wiki/Northland_Region" http://en.wikipedia.org/wiki/Northland_Region Facts on the People  HYPERLINK "http://www.virtualoceania.net/newzealand/culture/maori/" http://www.virtualoceania.net/newzealand/culture/maori/ The Maori Culture  HYPERLINK "http://www.tourism.net.nz/new-zealand/about-new-zealand/maori-culture.html" http://www.tourism.net.nz/new-zealand/about-new-zealand/maori-culture.html Maori Tour Guide  HYPERLINK "https://www.youtube.com/watch?v=9CNQZCF9yfE" https://www.youtube.com/watch?v=9CNQZCF9yfE Video on the Maori people Island of the Blue Dolphins Lessons, Organizers and Extension Activities  HYPERLINK "http://www.lsusd.net/cms/lib6/ca01001390/centricity/domain/748/ibd2.0.pdf" http://www.lsusd.net/cms/lib6/ca01001390/centricity/domain/748/ibd2.0.pdf  HYPERLINK "http://www.glencoe.com/sec/literature/litlibrary/pdf/island_blue_dolphins.pdf" http://www.glencoe.com/sec/literature/litlibrary/pdf/island_blue_dolphins.pdf Bud, Not Buddy Lessons, Organizers and Extension Activities  HYPERLINK "http://literacy.kent.edu/Oasis/Pubs/0300-35.pdf" http://literacy.kent.edu/Oasis/Pubs/0300-35.pdf  HYPERLINK "http://www.cambriansd.org/cms/lib07/CA01902282/Centricity/Domain/156/Bud%20Not%20Buddy%20Intro.pdf" http://www.cambriansd.org/cms/lib07/CA01902282/Centricity/Domain/156/Bud%20Not%20Buddy%20Intro.pdf This PDF has some higher-level activities that you may or may not choose to use.  HYPERLINK "http://www.sps186.org/downloads/basic/243103/Jazz%20Flyers%20-%20Bud%20Not%20Buddy.pdf" http://www.sps186.org/downloads/basic/243103/Jazz%20Flyers%20-%20Bud%20Not%20Buddy.pdf 3 famous jazz musicians who were popular during the Great Depression  HYPERLINK "http://www.biography.com/people/cab-calloway-9235609" http://www.biography.com/people/cab-calloway-9235609 Information on Cab Calloway (The character Herman Calloway is based on this jazz musician.)  HYPERLINK "https://www.youtube.com/watch?v=_8yGGtVKrD8" https://www.youtube.com/watch?v=_8yGGtVKrD8 Cab Calloway performance with two famous tap dancers, the Nicholas Brothers Technology Supporting JOURNEYS texts James Forten  HYPERLINK "https://www.youtube.com/watch?v=hSSSOpm-ZHw" https://www.youtube.com/watch?v=hSSSOpm-ZHw Video on the significance of James Forten  HYPERLINK "https://www.youtube.com/watch?v=AhP-M9i1bSI" https://www.youtube.com/watch?v=AhP-M9i1bSI A video on the life of James Forten using Lego animation Sybil Ludington  HYPERLINK "https://www.youtube.com/watch?v=HFjIuRq3kHE" https://www.youtube.com/watch?v=HFjIuRq3kHE Libertys Kids video focused on the courage of women during the fight for independence Spies of the American Revolution  HYPERLINK "https://www.youtube.com/watch?v=DWR_4ofnxCU" https://www.youtube.com/watch?v=DWR_4ofnxCU Information the effect of spies on the revolutionResources Teacher Resources  HYPERLINK "http://www.readorium.com" www.readorium.com Science based reading comprehension site  HYPERLINK "http://www.newsela.com" www.newsela.com Database of current event articles that can be adjusted to specific grade level lexiles  HYPERLINK "http://www.learnzillion.com" www.learnzillion.com Common Core aligned lesson plans  HYPERLINK "http://www.tech4learning.com" www.tech4learning.com Tools to Engage, Create and Share. Useful Technology Extension Ideas for JOURNEYS.  HYPERLINK "http://www.readworks.org" www.readworks.org Reading Comprehension Lessons, Units, Reading Passages, Question Sets, etc.  HYPERLINK "http://www.readthinkwrite.org" www.readthinkwrite.org Classroom Resources, Professional Development, Parent & Afterschool Resources, Learning Objectives, Lesson Plans, Resources by Grade Level/Genre/Theme/Topic  HYPERLINK "http://www.thinkcentral.com" www.thinkcentral.com JOURNEYS Companion Website. Provides all of JOURNEYS materials including TE, Student Editions, Reproducibles, Leveled Readers, Assessments, Interactive Whiteboard Lessons, etc.  HYPERLINK "http://www.tech4learning.com" www.tech4learning.com Tools to Engage, Create and Share. Useful Technology Extension Ideas for JOURNEYS.  HYPERLINK "http://www.achievethecore.org" www.achievethecore.org Sample lessons, Student Writing Samples, Assessment Questions, Curricular Tools, Differentiation Strategies and Professional Development.  HYPERLINK "https://prezi.com/ynntnvyq35xy/text-features-and-purpose/" https://prezi.com/ynntnvyq35xy/text-features-and-purpose/ Text features and purposes  HYPERLINK "https://prezi.com/n-iywrn3xz-j/text-structure/" https://prezi.com/n-iywrn3xz-j/text-structure/ Text structure  HYPERLINK "http://www.k12reader.com" www.k12reader.com Reading Instruction Worksheets, Powepoints and PDFs supporting balanced literacy, Grammar Reference, Phonemic Awareness & Phonics, Reading Comprehension, Sentence Types, Sight Words.  HYPERLINK "http://www.thewritesource.com" www.thewritesource.com Writing topics, Student Models, Publish It!, Research Links, etc.  HYPERLINK "http://www.readingandwritingproject.com" www.readingandwritingproject.com Teachers College Reading and Writing Project provides resources such as reading & writing assessments, word study, professional development opportunities, etc.  HYPERLINK "http://www.teachervision.com" www.teachervision.com Teacher literature, lesson plans, printables, etc. by grade level, genre, content area or skill.  HYPERLINK "http://www.quia.com" www.quia.com Teachers can create their own educational games, quizzes, surveys, class web pages, etc.  HYPERLINK "http://www.pbslearningmedia.org/collection/midlit/?utm_source=NewFeaturesA&utm_medium=Text&utm_campaign=Homepage" http://www.pbslearningmedia.org/collection/midlit/?utm_source=NewFeaturesA&utm_medium=Text&utm_campaign=Homepage PBS Learning Media-Middle School LiteracyOnline Self-Paced Blended LessonsStudent Resources  HYPERLINK "http://school.discoveryeducation.com" http://school.discoveryeducation.com Database of engaging videos and texts for kids  HYPERLINK "http://www.readorium.com" www.readorium.com Science based fun reading comprehension lessons  HYPERLINK "http://www.newsela.com" www.newsela.com Database of current event articles with high student interest  HYPERLINK "http://kids.nationalgeographic.com/" http://kids.nationalgeographic.com/ Science based magazine for students  HYPERLINK "http://www.spellingcity.com" \h www.spellingcity.com Spelling and vocabulary lessons and games  HYPERLINK "http://www.thinkcentral.com" www.thinkcentral.com JOURNEYS Companion Website. Provides all of JOURNEYS materials including access to Student Editions, Leveled Readers, Activities, online assessments, etc.  HYPERLINK "http://www.spellingcity.com" www.spellingcity.com Activities, games, skill building based on grade-level words or teacher/school added.  HYPERLINK "http://www.funbrain.com" www.funbrain.com Reading activities and games for kids.  HYPERLINK "http://www.studyisland.com" www.studyisland.com Students can complete online assignments, review lessons and play games based on specific skills/standards addressing the Common Core.  HYPERLINK "http://mrnussbaum.com/fifth-grade-language-arts/" http://mrnussbaum.com/fifth-grade-language-arts/ Interactive Reading Games for kids based on Grade Level.  HYPERLINK "http://www.kidzsearch.com/" http://www.kidzsearch.com/ The #1 Kids Safe Search Engine-Powered by Google.  HYPERLINK "http://kids.nationalgeographic.com/" http://kids.nationalgeographic.com/ National Geographic KidsInformation, games and videos for children.  HYPERLINK "http://www.timeforkids.com/homework-helper" http://www.timeforkids.com/homework-helper Time for Kids Homework HelperGREAT RESOURCE!  HYPERLINK "http://www.ixl.com/ela/grade-5" http://www.ixl.com/ela/grade-5 ELA site giving students practice in grammar and vocabulary using PARCC-like requirements (i.e.: drag and drop, highlighting) AuthorsGermaine Tarver , Gianna Pasceri, Chanelle WolfeContactGermaine Tarver HYPERLINK "mailto:tarverge@orange.k12.nj.us"tarverge@orange.k12.nj.usEvaluation/ ReflectionModule Reflections When thinking about your practice: What worked? What do you think could have been done more effectively in your lessons and instruction? What do I need to learn more about? What resources were helpful?       PAGE \* MERGEFORMAT 1 ?^_chozcM40hhp5B*CJ4OJPJQJ^JaJ4ph*hp5B*CJ4OJPJQJ^JaJ4ph,hhpB*CJOJPJQJ^Jhph/hhp5B*CJOJPJQJ^Jhph/hhp5B*CJOJPJQJ^Jhph,hhp5B*CJOJPJQJ^Jph&hp5B*CJOJPJQJ^JphhpOJQJaJhF|h:OJQJaJ&jhT?OJQJUaJmHnHu ?_`abcop $$d@&a$gdp d1$gdp $d1$a$gdp $$d@&a$gdp $d@&gdp$a$oεcLB/&hp5CJ aJ %jhT?5CJ UaJ mHnHuhpOJQJaJ,hhpB*CJOJPJQJ^Jhph=jhphpB*CJOJPJQJU^JmHnHphu,hhpB*CJOJPJQJ^Jhph6hJ9hJ956B*CJ4OJPJQJ^JaJ4hph0hV:H56B*CJ4OJPJQJ^JaJ4hph-hp5B*CJ4OJPJQJ^JaJ4hph3hhp5B*CJ4OJPJQJ^JaJ4hph H | d$Ifgd>~ gdp$a$gdpgdp$a$gdp $d1$a$gdp G f 1 E H ǻǯǟǟǟǐ||nZ|K>hF|h:OJQJaJhp5CJOJQJ^JaJ&j7h,5CJOJQJU^JaJjh,UmHnHu&jh,5CJOJQJU^JaJh,5CJOJQJ^JaJ *h5mhpCJOJQJaJhhp5CJaJhpCJOJQJaJhhpCJOJQJaJh u\hp5CJ OJQJaJ h5CJ OJQJaJ hhp5CJ aJ     ' ( 1 2 D M Y  $ 3 O T e ϷŪܓ|ܓqf\|\RhT$6OJQJaJhHOJQJaJhK6OJQJaJhB6OJQJaJhKOJQJaJhF|hHOJQJaJhF|h"OJQJaJhBOJQJaJhF|h:OJQJaJhF|he 5OJQJaJh}zOJQJaJhF|hpOJQJaJhpOJQJaJhF|hp5OJQJaJhp5OJQJaJ ~rr d$Ifgd>~ kd'8$$Ifl0j72 t0:2d44 la:ytJ9  ~rr d$Ifgd>~ kd8$$Ifl0j72 t0:2d44 la:ytJ9  ( 3~rf d$Ifgd_[S d$Ifgd>~ kdM9$$Ifl0j72 t0:2d44 la:ytJ9e     7 G [ { 24<ƷҷxnxxdWLhp5OJQJaJhF|h:OJQJaJh1OJQJaJh}vOJQJaJhFwTOJQJaJhpOJQJaJh:OJQJaJhX!OJQJaJhHOJQJaJh_[ShHOJQJaJh_[ShT$6OJQJ^JaJh_[SOJQJ^JaJh_[Sh_[SOJQJ^JaJh_[SCJOJQJ^JaJ hT$6hT$6CJOJQJ^JaJ34=T~rf d$Ifgdp d$Ifgd>~ kd9$$Ifl0j72 t0:2d44 la:ytJ9<=nSTUcdjkyɺ⢕zmcVcIVm;hy_h:5OJQJaJhF|h)OJQJaJhF|hWWOJQJaJhaOJQJaJhF|h)OJQJaJhF|h)5OJQJaJhF|hpOJQJaJhhpOJQJaJh1OJQJ^JaJhaOJQJ^JaJhhaOJQJ^JaJha6OJQJaJhaha6OJQJaJhhpOJQJ^JaJhF|hp5OJQJaJTUdk~rrr d$IfgdQikds:$$Ifl0j72 t0:2d44 la:ytJ9<m~rfVVFVV & F"d$Ifgd28O & F"d$IfgdvR d$Ifgd: d$IfgdQikd;$$Ifl0j72 t0:2d44 la:ytJ9;<GLQVklm%+ػ񢓇xl]MBhS5OJQJaJhy_h:5OJQJ^JaJhT<h:OJQJ^JaJh1OJQJ^JaJhahaOJQJ^JaJhaOJQJ^JaJhy_haOJQJ^JaJh:OJQJ^JaJh28Oh:OJQJaJh28Oh:OJQJ^JaJhx{h28O6OJQJaJhx{h28OOJQJaJh28OOJQJ^JaJhy_h:OJQJ^JaJ7I d$IfgdQi d$IfgdSd$If^gd1 & F"d$IfgdvR '()J2BVvx}ܩ|rdrdrZPChy_h_[SOJQJaJh_[SOJQJaJh:OJQJaJhFp#hFp#H*OJQJaJhFp#OJQJaJhffOJQJaJhff5OJQJaJhp-,56OJQJaJhp-,5OJQJaJhp-,OJQJaJhZYhS6OJQJaJhZYhSOJQJaJhShS5OJQJaJhSOJQJaJhS5OJQJaJhx{hS5OJQJaJGHa2_9:;<Oɹɯ~~mZ$hh)5B*OJQJaJph!hOrohOroB*OJQJaJph h%Ph]7OJQJaJhF|h]7OJQJaJhDh]7OJQJaJh]7OJQJaJhOroOJQJaJhy_h:6OJQJ^JaJhy_h:OJQJ^JaJhy_h:5OJQJaJhF|h:OJQJaJhy_h:OJQJaJ#~rrffffW$d$Ifa$gd: d$Ifgd: d$IfgdQikd;$$Ifl0j72 t0:2d44 la:ytJ9H@`:;hd$If^hgdOro & F d$IfgdOro & F d$Ifgd]7 & F d$Ifgd]7 ;<PQ  \ ~rrrrrrrrrrrr d$Ifgd>~ kd,<$$Ifl0j72 t0:2d44 la:ytJ9 OPQ    = [ _ d ĶĶĥxgYH:H:h%PB*OJQJaJph!hrWhrWB*OJQJaJphhB*OJQJaJph!hhB*OJQJaJphh)B*OJQJaJph!hh)B*OJQJaJphhrWB*OJQJaJph!hqxh,B*OJQJaJphhB*OJQJaJphh,B*OJQJaJphhqxB*OJQJaJphhqx5B*OJQJaJphh)5B*OJQJaJph\ ] ^ _ ,!]!^!!!!X"Y"####### d$Ifgd[e d$IfgdrW d$Ifgd>~  !!!!M"W"X"######$sseWF8h%PB*OJQJaJph!hrWhrWB*OJQJaJphhrWB*OJQJaJphhB*OJQJaJphh,B*OJQJaJphhqxB*OJQJaJph$hh)5B*OJQJaJphh[eB*OJQJaJph!hhB*OJQJaJph!hhB*OJQJaJphhB*OJQJaJphh)B*OJQJaJph!hh)B*OJQJaJph##\$]$$G%Q%R%%\&&& d$Ifgd d$IfgdrW d$Ifgd>~ $+$J$[$]$$%1%F%G%P%R%&&&&&&g((w)yk^NAhF|h&KOJQJaJhF|h&K6>*OJQJaJhF|hfOJQJaJhF|hf5OJQJaJhF|h}x5OJQJaJhF|h)OJQJaJhJ9B*OJQJaJphhB*OJQJaJph!hhB*OJQJaJph!hh)B*OJQJaJphhrWB*OJQJaJphh%PB*OJQJaJph!hrWhrWB*OJQJaJph&&&g((((w))~rffVVVF & Fd$Ifgdf & Fd$Ifgd&K d$Ifgdf d$Ifgd>~ kd<$$Ifl04j7^6 t0:2d44 la:ytJ9w)))))))))))))))***5+6+7+R+q+r+++++++++ʽʆ|彯obThF|hW0z5OJQJaJhF|hOOJQJaJhF|hW0zOJQJaJh]7OJQJaJhF|h}x5OJQJaJhF|h&K5OJQJaJhF|h&KOJQJaJhF|hV+D5OJQJaJhF|hV+DOJQJaJhF|hf5OJQJaJhF|hfOJQJaJhF|hJy5OJQJaJhF|hJyOJQJaJ))))))))*6+7+R+V+`+r++++++d$If^gdO & Fd$IfgdJy d$Ifgd>~ d$Ifgdf & Fd$Ifgd&K & Fd$IfgdJy++++,F,G,m,n,,,--,---.-8-9-R-U-b-n-p-q-r-Ǻ~tgWgWgJhF|h}xOJQJaJhh1Tl5>*OJQJaJhh1TlOJQJaJhsdIOJQJaJh1TlOJQJaJhF|hJyOJQJaJhF|hEOJQJaJhF|h}x5OJQJaJhJ9OJQJaJhF|hJ9OJQJaJh]hJ95OJQJaJh]hV+D5OJQJaJh]h 5OJQJaJhF|hO5OJQJaJ+G,n,,-q-r-<kdR=$$Ifl\Tbp&j7~  t0:2d44 la:yt, & Fd$Ifgd1Tl d$Ifgd>~ r-|-}--s}kd>$$Iflj7:  t 0:2d44 la:p yt $d$Ifa$gd%Pr-|-}----------.......n/p/޺̺xcP9,h\h5B*OJPJQJ^JaJph%hTh%PB*OJPJQJaJph(h'h%P5B*OJPJQJaJph(h'h5B*OJPJQJaJphh&h%P;OJQJaJh&h%P6;OJQJaJh%P5CJOJQJ^JaJ#hih%P5CJOJQJ^JaJ"h%P5B*OJPJQJaJphhF|h%POJQJaJ(h%Ph%P5B*OJPJQJaJph---.ss$d$Ifa$gd%P}kd>$$Iflj7:  t 0:2d44 la:p ytJ9....n/o/dXLA5 d$Ifgdk` $Ifgd d$Ifgd d$IfgdTkdW?$$Ifl0j7  t0:2d44 la:pytJ9o/p///00~sgs[ d$Ifgdk` d$IfgdT $Ifgdkd@$$Ifl0j7 t0:2d44 la:ytJ9p///00\1]1112233333333333ŸڡڕpWE#hih5CJOJQJ^JaJ0hh5B*CJOJPJQJ^JaJph*h5B*CJOJPJQJ^JaJphhhOJPJQJaJhOJPJQJaJ,h'h5B*OJPJQJ^JaJphhF|hOJQJaJ)h\hB*OJPJQJ^JaJphhB*OJPJQJaJph)hhB*OJPJQJ^JaJph00\1]111~sssg d$Ifgdk` $Ifgdkd@$$Ifl0j7 t0:2d44 la:ytJ9112233~sgs[ d$Ifgdk` d$IfgdT $IfgdkdEA$$Ifl0j7 t0:2d44 la:ytJ9333333~reZN d$Ifgdk` $Ifgd $Ifgd d$IfgdTkdA$$Ifl0j7 t0:2d44 la:ytJ9333oa$$Ifa$gdkdyB$$Ifl0j7  t 0:2d44 la:p ytJ9333E4qq$d$Ifa$gdkd9C$$Iflwj7:  t 0:2d44 la:p ytJ9333344C4D4E4F444=5?555566A7B77μΡzbzMz8)h\hB*OJPJQJ^JaJph)hhB*OJPJQJ^JaJph/h\h5B*H*OJPJQJ^JaJphhB*OJPJQJaJph,h'h5B*OJPJQJ^JaJphhF|hOJQJaJh&h;OJQJaJ#hih5CJOJQJ^JaJ"h5B*OJPJQJaJphh&h6;OJQJaJh5CJOJQJ^JaJE4F444=5>5~sgs[ d$Ifgdk` d$IfgdT $IfgdkdC$$Ifl0j7 t0:2d44 la:ytJ9>5?55566~sgs[ d$Ifgdk` d$IfgdT $IfgdkdtD$$Ifl0j7 t0:2d44 la:ytJ966A7B777~sgs[ d$Ifgdk` d$IfgdT $IfgdkdE$$Ifl0j7 t0:2d44 la:ytJ97788%9&9~sgs[ d$Ifgdk` d$IfgdT $IfgdkdE$$Ifl0j7 t0:2d44 la:ytJ97788%9'9999::::::::::::;Dz{iZJ8iZJ"h5B*OJPJQJaJphh&h6;OJQJaJh5CJOJQJ^JaJ#hih5CJOJQJ^JaJhh5CJOJQJaJ,hh5B*CJOJPJQJaJphhB*OJPJQJaJph)hhB*OJPJQJ^JaJph(h\h5B*OJPJQJaJph,h\h5B*OJPJQJ^JaJphhF|hOJQJaJ&9'9999~sg[ d$Ifgdk` d$IfgdT $Ifgdkd-F$$Ifl0j7 t0:2d44 la:ytJ9999:::dYYMA d$Ifgdk` d$IfgdT $IfgdkdF$$Ifl0j7  t0:2d44 la:pytJ9:::dU$d$Ifa$gdkdG$$Ifl0j7  t0:2d44 la:pytJ9:::;ss$d$Ifa$gd}kdlH$$Iflj7:  t 0:2d44 la:p ytJ9;;;;9=:=Q@S@@@=C>CSDUD,E-ECFEFoHpHHHIIJJJһ҆vviҦvҦvҦvU&h5B*CJOJPJQJaJphhhOJQJaJhB*OJPJQJaJph%hhB*OJPJQJaJphh\hOJQJaJ)hhB*OJPJQJ^JaJph,h\h5B*OJPJQJ^JaJphhF|hOJQJaJ"h5B*OJPJQJaJphh&h;OJQJaJ;;;-<<<:==~rbbbRr & Fd$IfgdT & Fd$Ifgd d$IfgdkdI$$Ifl0j7 t0:2d44 la:ytJ9=~>???R@S@@~A BncSS & Fd$IfgdvR $IfgdkdI$$Ifl0j7 t0:2d44 la:ytJ9 & Fd$IfgdvR BBB>CTDUD,E-ECFbWWW $Ifgdkd6J$$Ifl0j7 t0:2d44 la:ytJ9 d$Ifgd & Fd$IfgdvRCFDFEFFGoHpHHHrgWWgg & Fd$IfgdvR $IfgdkdJ$$Ifl0j7 t0:2d44 la:ytJ9 d$Ifgdk`HHIIJJ~sgs[ d$Ifgdk` d$IfgdT $Ifgdkd\K$$Ifl0j7 t0:2d44 la:ytJ9JJJ~o$d$Ifa$gdkdK$$Ifl0j7 t0:2d44 la:ytJ9JJJJMM3NRNSNTNNNNN}OOOOEPGPPQQQQQBSDSUUW WYY+\-\I\J\K\x]z]^^___̷̷̷̷̷̷̷̷̷̷̷̷̷̘̊v'h h5>*B*OJQJaJphv<hF|h5OJQJaJh5CJOJQJaJ#hB*OJPJQJ^JaJph)hhB*OJPJQJ^JaJphhF|hOJQJaJhh5CJOJQJaJ,hh5B*CJOJPJQJaJph-JJKbLL?MMMwgggg[ d$Ifgdk` & Fd$IfgdvR $Ifgd}kdL$$Iflj7:  t 0:2d44 la:p ytJ9MMSN $Ifgdmkd4M$$Iflj7: t0:2d44 la:ytJ9SNTNN $IfgdmkdM$$Iflj7: t0:2d44 la:ytJ9NNO $Ifgdmkd>N$$Iflj7: t0:2d44 la:ytJ9OOEPFPz d$Ifgdk` $IfgdmkdN$$Iflj7: t0:2d44 la:ytJ9FPGPQ $IfgdmkdHO$$Iflj7: t0:2d44 la:ytJ9QQQ$d$Ifa$gdokdO$$Iflj7: t0:2d44 la:ytJ9QQ}QRhRRRBSCSwggggg[ d$Ifgdk` & Fd$IfgdvR $Ifgd}kddP$$Iflj7:  t 0:2d44 la:p ytJ9CSDSSSKT)U{UUUvvvvvj d$Ifgdk` & Fd$IfgdvR $IfgdmkdQ$$Iflj7: t0:2d44 la:ytJ9UU2VVWWvvj d$Ifgdk` & Fd$IfgdvR $IfgdmkdQ$$Iflj7: t0:2d44 la:ytJ9W WW3XXYYvvvj d$Ifgdk` & Fd$IfgdvR $IfgdmkdR$$Iflj7: t0:2d44 la:ytJ9YYYMZZ$[+\,\vvvvj d$Ifgdk` & Fd$IfgdvR $IfgdmkdR$$Iflj7: t0:2d44 la:ytJ9,\-\J\$d$Ifa$gdmkdS$$Iflj7: t0:2d44 la:ytJ9J\K\\x]y]wg[ d$Ifgdk` & Fd$IfgdvR $Ifgd}kdS$$Iflj7:  t 0:2d44 la:p ytJ9y]z]]^~^^^vvvj d$Ifgdk` & Fd$IfgdvR $IfgdmkdST$$Iflj7: t0:2d44 la:ytJ9^^_s_*``ma3bbcNd eeuuuuuuuuu & Fd$Ifgd d$Ifgd>~ mkdT$$Iflj7: t0:2d44 la:ytJ9 __-_7_8_9_:_r_s________(`)`ïscYOYB8Y8Yh:'OJQJaJh56OJQJaJh\OJQJaJhOJQJaJh\h\56OJQJaJhJ9hOJQJaJhJ9hJ9OJQJ^JaJhJ9hJ95OJQJ^JaJhF|h5>*OJQJaJ'hnh5>*B*OJQJaJphp0'h h5>*B*OJQJaJphv<'h hJ95>*B*OJQJaJphv<'h hsdI5>*B*OJQJaJphv<)`*`G`K`u`v```````aa#a7abalamaaaaaaaa/b1b3bSbTbWbxbbŸzmccczVch56OJQJaJhOJQJaJh56OJQJaJhh56OJQJaJhtyOJQJaJhOJQJaJhhOJQJaJhF|hOJQJaJh56OJQJaJhOJQJaJh:'OJQJaJhF|hOJQJaJh:'56OJQJaJhD\hOJQJaJ!bbbbbbcc*cHc]ccccccddMdNdidjdmdydzdddd e eeeµ߫ߡߑzzmz`Vh#g]OJQJaJh#g]56OJQJaJhF|hT@OJQJaJhT@OJQJaJhT@56OJQJaJhT@hT@56OJQJaJhP#OJQJaJh0OJQJaJh056OJQJaJh0h056OJQJaJh56OJQJaJhOJQJaJhF|hOJQJaJhOJQJaJeeeeee^f_ftfffffff gg g7g8gDgEgHg̸uueueueXKAhOJQJaJh56OJQJaJh+56OJQJaJh_ h_ 56OJQJaJh_ OJQJaJh_ 56OJQJaJ$h h5B*OJQJaJphv<hVh6OJQJaJh6OJQJaJ'h h5>*B*OJQJaJphv<$h h>*B*OJQJaJphv<hF|hOJQJaJh#g]OJQJaJhyOJQJaJeeee_ftfffg8gtggg hhh>h]h d$IfgdVd$If^gdn & Fd$Ifgd+ & Fd$Ifgd_  & Fd$Ifgd d$Ifgd>~ d$If^gdD\HgYgcgegrgsgtgggggggggggg h hhh=h>h\h]h^h_h鲥鎄q`SHh6OJQJaJhyhOJQJaJ!h hB*OJQJaJphv<$h h5B*OJQJaJphv<h_ OJQJaJh_ 56OJQJaJhOJQJaJh56OJQJaJhF|h56OJQJaJh:OJQJaJh+56OJQJaJh+h+56OJQJaJhF|hOJQJaJh+OJQJaJ]h^h2i3iHiviiiiiUjj'kFkGkHkIkOk d$IfgdV} d$Ifgdn & F,d$IfgdvRhd$If^hgd0 & Fd$Ifgd & Fd$Ifgd% d$Ifgd\^_h`hhhhhii3iHiPiuiviiiiiiiiijjjȻrbObr?rbhrhf0J5OJQJaJ$hfhf5B*OJQJaJphp0hf5B*OJQJaJphp0'jhf5B*OJQJUaJphp0hF|hOJQJaJhF|h56OJQJaJh%h%OJQJaJh%5OJQJaJh%56OJQJaJ$h h5B*OJQJaJphv<h#g]6OJQJaJh6OJQJaJheZh6OJQJaJjTjUjVjjjjjjjjk&k'kEkFkGkHkIkíÛíގvfYOE8hF|hzOJQJaJh]7OJQJaJhOJQJaJhF|hOJQJaJhF|h56OJQJaJh%h%OJQJaJh%5OJQJaJh%56OJQJaJ#hvRhf0J5OJQJ^JaJ+hvRhf5>*B*OJQJ^JaJpha4jhvRhf5>*B*OJQJU^JaJpha$hfhf5B*OJQJaJphp0hfB*OJQJaJphp0IkOk]k^kkkmkkkkkkkkkkkkkkkk l lll$l%llTlUlZlulwlռⲼwi^h%6OJQJaJhnh6OJQJaJ$h h5B*OJQJaJphv<hF|h5OJQJaJhF|hOJQJaJhKQhOJQJaJhOJQJaJh5OJQJaJhPqh5OJQJaJh~hOJQJaJh~h5OJQJaJhF|h5>*OJQJaJ"Ok^kmkkkkkkkkk ll%l=l & F d$IfgdJ9 & F d$Ifgd=l>lUlZlllllmk__SSSSG d$Ifgd8d d$IfgdtF d$Ifgd>~ kd]U$$IflFTj7~  t0:    2d44 la:ytJ9wl~llllllllllllllmmm(m)mFmGmTmUm`mamtm̾xgx_R_R_R_R_RJhyOJQJhqxhOJQJaJhOJQJ h hy5B*OJQJphv< h h5B*OJQJphv<$h h>*B*OJQJaJphv<hnhOJQJaJhOJQJaJh6OJQJaJhnh6OJQJaJhyhOJQJaJhyOJQJaJhy56OJQJaJh%h%56OJQJaJmm)mGmUmamummmmmn6nynznnnn & Fd$Ifgd8d d$IfgdPq d$Ifgd>~  & F-d$Ifgdi d$Ifgdi d$Ifgdn d$Ifgdn & Fd$Ifgdtmummmmmynznnnnnnnnnnnnnnnno!o#o)o;oHoPoWo^oioooopԿ}}}rgh]76OJQJaJh5OJQJaJhzOJQJaJhOJQJaJhF|h5OJQJaJh5OJQJaJhF|hOJQJaJhiOJQJ(h h5B*OJQJ^JaJphv<hOJQJhnhyOJQJaJhyOJQJaJhyhOJQJaJ$nnnnno"o#o)o;oOo^opoooooo & Fd$IfgdJ9 d$Ifgd>~  & Fd$Ifgd & Fd$Ifgd d$IfgdO & Fd$IfgdE@ d$IfgdtFoooppiqqXLL<<< & Fd$Ifgd" d$Ifgd>~ kdU$$Ifl\T'j7~   t0:2d44 la:ytJ9pp(p)ppphqiqzq{qqqqq rrrrss2t3t4tFtvvyylyoyz%zʽԭrh^hQh5>*OJQJaJhOJQJaJh HOJQJaJh H5>*OJQJaJh5>*OJQJaJhOJQJaJhMOJQJaJhF|hOJQJaJhF|h5>*OJQJaJhx,hx,OJQJaJhx,OJQJaJhx,5>*OJQJaJhx,hx,5>*OJQJaJh]7h]76OJQJaJq4tvyz{||>kdV$$Ifl0Tj7~ 1 t0:2d44 la:ytJ9 & Fd$Ifgd  & Fd$Ifgd & Fd$Ifgde4 & Fd$Ifgd^%z{{{{||||| |Z|[|z|}}1~Q~f}BmӀ !"Ǻxjjjjjjj`Rjh:h5OJQJaJhOJQJaJhF|h5OJQJaJhOhJ9OJQJaJhOhO6OJQJ^JaJhOhOOJQJ^JaJh5OJQJaJh]75OJQJaJhF|hOJQJaJhF|hOJQJaJh 5OJQJaJh OJQJaJh 5>*OJQJaJhOJQJaJ||[|}1~hDӀ bkd@W$$Ifl0Tj7~ 1 t0:2d44 la:ytJ9 & Fd$Ifgd d$IfgdJ9 "^ׁM‚Z܃<dՄ4Oj܅ & F#d$IfgdvR d$Ifgd>~ "#]^ŁƁ;<noHIɃʃ;ԄNiIJʺʭʝʝʍʍʍʍʍʍʍʍʭʭʭtjhlOJQJaJh5OJQJaJhF|h5OJQJaJ jhmhOJQJaJ jh^hOJQJaJhF|hOJQJaJ jhF|hOJQJaJhOJQJaJhOhOJQJaJhOh6OJQJ^JaJhOhOJQJ^JaJ)J^Ռ&~rrbbRRR & Fd$Ifgd_ & Fd$Ifgd3 d$Ifgd>~ kdW$$Ifl0Tj7~ 1 t0:2d44 la:ytJ9rsËċՌ+,%&'(234CDϥnZRNRh/sjh/sU&h/sh/s5:CJOJQJ^JaJ h_[S5:CJOJQJ^JaJhF|h5OJQJaJh_[S5OJQJaJhF|hOJQJaJh_h OJQJaJhrh 0JOJQJaJjh OJQJUaJh OJQJaJh=h0JOJQJaJjhOJQJUaJhOJQJaJ&'(34CD~rrcccccccc$d$Ifa$gd/s d$Ifgd>~ kdfX$$Ifl0Tj7~ 1 t0:2d44 la:ytJ9  BCDE678rsűŕ{p^G,jh/sh/s0JOJQJU^JaJ*#h/sh/s0JOJQJ^JaJ*jXhLfUhLf#h/sh/s:CJOJQJ^JaJh/sjh/sU&h/sh/s5:CJOJQJ^JaJ&h/sh/s5:CJOJQJ^JaJ h/sh/sCJOJQJ^JaJ-jh/sh/s0JCJOJQJU^JaJ$h/sh/s0JCJOJQJ^JaJtuR}h|ȚĜ  & F$IfgdvR $IfgdQM  & F'$IfgdvR $Ifgd_  & F%$IfgdvR $IfgdO$d$Ifa$gd/sstu rst567QRjٽ}si[sjhQMOJQJUaJh_OJQJaJhQMOJQJaJh hQM56OJQJaJhOJQJaJhZh10JOJQJaJh1h1OJQJaJh1OJQJaJjh1OJQJUaJh/sh15OJQJaJh/sh5OJQJaJh/sOJQJaJh/sh/sOJQJ^JaJz{}01hiuWYZĖ鰦|rer|V|r|rhM\lh(0JOJQJaJh(h(OJQJaJh(OJQJaJjh(OJQJUaJhM\lhz ,0JOJQJaJhz ,hz ,OJQJaJhz ,OJQJaJjhz ,OJQJUaJh/shQM5OJQJaJhM\lhQM0JOJQJaJjhQMOJQJUaJhQMOJQJaJhQMhQMOJQJaJ!Ė WX|}no')*MOPǚȚ龴龴}oehOJQJaJjhOJQJUaJh/sh5OJQJaJhQMhv)OJQJaJhM\lhv)0JOJQJaJhv)hv)OJQJaJhv)OJQJaJjhv)OJQJUaJhM\lh(0JOJQJaJjh(OJQJUaJh(OJQJaJh(h(OJQJaJ#ABۛܛ \^_ĜŜќ;=>ם؝ HIU(2<=I鱣h1OJQJaJjh1OJQJUaJh/sh5OJQJaJh/sh15OJQJaJh'*hOJQJaJh,Uh0JOJQJaJjhOJQJUaJhOJQJaJh:hOJQJaJ2ĜםH(<۟lI)"0Ҧ( $Ifgd~  & F $IfgdvR  & F$IfgdvR $Ifgdd  & F$$IfgdvR $Ifgd'*  & F$IfgdvRI۟ܟOPlmy;=>klТҢӢ UWX)*龰h,Uh0JOJQJaJhdhOJQJaJhOJQJaJjhOJQJUaJh/sh5OJQJaJhZh10JOJQJaJjh1OJQJUaJh1OJQJaJh1h1OJQJaJ6*IJV)*6"/01=wyzЦӦԦ#%&ij̧Χϧ '(|||hM\lhty0JOJQJaJhtyhtyOJQJaJhtyOJQJaJjhtyOJQJUaJh/sh5OJQJaJh/shty5OJQJaJh,Uh0JOJQJaJhdhOJQJaJjhOJQJUaJhOJQJaJ0()5~ʨ˨ \^_˩̩ة12abn:<=cdƫȫɫ)VXY罯hM\lh~0JOJQJaJh~h~OJQJaJh~OJQJaJjh~OJQJUaJh/sh~5OJQJaJhM\lhty0JOJQJaJhtyhtyOJQJaJhtyOJQJaJjhtyOJQJUaJ6˩azhb/ײ3[_  & F*$IfgdvR  & F)$IfgdvR $Ifgd$I5  & F&$IfgdvR $Ifgde3  & F($IfgdvRY=>z{RSghiuXYͯϯЯپپ|rer|he3he3OJQJaJhe3OJQJaJjhe3OJQJUaJh/she35OJQJaJhM\lh10JOJQJaJh1h1OJQJaJh1OJQJaJjh1OJQJUaJh~h~OJQJaJh~OJQJaJjh~OJQJUaJhM\lh~0JOJQJaJ"Я"Y[\MNbcoȱɱ/0<ѲҲײ˥˥˥}p}a}hM\lh$I50JOJQJaJh$I5h$I5OJQJaJjh$I5OJQJUaJh$I5OJQJaJh h$I556OJQJaJhM\lh_0JOJQJaJh_h_OJQJaJh_OJQJaJjh_OJQJUaJhe3OJQJaJjhe3OJQJUaJhM\lhe30JOJQJaJ&ײز134³γ/034@绮睮{j]M]jhtht56OJQJaJht56OJQJaJ!jht56OJQJUaJ"hM\lh$I50J56OJQJaJh$I5h$I556OJQJaJ!jh$I556OJQJUaJh$I556OJQJaJh h$I556OJQJaJhM\lh$I50JOJQJaJh$I5h$I5OJQJaJh$I5OJQJaJjh$I5OJQJUaJ Z[\h^_`l׶ضٶ567Cnpqƶvlvavlh05OJQJaJh0OJQJaJ"hM\lh00J56OJQJaJh0h056OJQJaJh056OJQJaJ!jh056OJQJUaJh0h$I556OJQJaJhtOJQJaJht56OJQJaJ!jht56OJQJUaJ"hM\lht0J56OJQJaJ"_6Vf&G $Ifgdx,  & F+$IfgdvR $Ifgda $If^gdx,  & F*$IfgdvR  ,WYZfgs̹͹&GHTͺscXhx,5OJQJaJjhx,5OJQJUaJh/shx,5OJQJaJhM\lha0J5OJQJaJhaha5OJQJaJjha5OJQJUaJha5OJQJaJ$h/sha5B*OJQJaJphp0$h/sh/s5B*OJQJaJphp0hahx,56OJQJaJhx,h056OJQJaJ T'(9:fg渫~q~`K<~q~`K<hlhOJQJ^JaJ)jhlh0JOJQJU^JaJ hlh0JOJQJ^JaJhlhOJQJaJ!jhlhOJQJUaJhlh>*OJQJaJhF|h5OJQJaJhF|hOJQJaJhahx,5OJQJaJhM\lhx,0J5OJQJaJjhx,5OJQJUaJhx,5OJQJaJhx,hx,5OJQJaJ=f~rr^O^@$d$Ifa$gdl$d$Ifa$gdI$ & Fd$Ifa$gdvRm$ d$Ifgd>~ kdY$$Ifl0Tj7~ 1 t0:2d44 la:ytJ9"#789:Z[\*+Bz{\춦rerVrIererVrehlhlOJQJaJhlh0JOJQJaJhlhOJQJaJ!jhlhOJQJUaJ hlh0JOJQJ^JaJ"hlhOJQJ\]^JaJhlh>*OJQJ^JaJ(hlh6>*OJQJ\]^JaJ#hlh0JOJQJ\^JaJhlhOJQJ^JaJ%jhlhOJQJU^JaJ[z\OUOIx"$ & Fd$Ifa$gdvRm$  d$Ifgdmx# & F d$Ifgdl$ & F d$Ifa$gd & F d$Ifgd  & F$IfgdvR\] OPz{()78᭗qW2jhh0JB*OJQJU^JaJphT)hh0JB*OJQJ^JaJphT!hhB*OJQJaJphT*jhhB*OJQJUaJphThOJQJaJhlh>*OJQJaJhlhlOJQJaJhlh0JOJQJaJhlhOJQJaJ!jhlhOJQJUaJ89UV̮̿qZI8+8hlhOJQJaJ!jhlhOJQJUaJ!hhB*OJQJaJph,hh0J>*B*OJQJ^JaJph&hh0J5>*OJQJ^JaJ,jhh0J5OJQJU^JaJ#hh0J5OJQJ^JaJ hh0JOJQJ^JaJhhOJQJaJ!jhhOJQJUaJhhOJQJ^JaJ%hhB*OJQJ^JaJphT OPIJtuxyhi !źv5jhIh>*B*CJOJQJU^JaJph,hIh>*B*CJOJQJ^JaJph hIhjhIhUh>*OJQJaJhF|h>*OJQJaJhlhOJQJaJ!jhlhOJQJUaJhlh0JOJQJaJ(!"PQRxy123deȪȪllYl$hIh0JCJOJQJ^JaJ)jhIhCJOJQJU^JaJhCJOJQJ^JaJ5jhIh>*B*CJOJQJU^JaJph,hIh>*B*CJOJQJ^JaJph hIhjhIhU hIhCJOJQJ^JaJhIhOJQJ hIhCJOJQJ^JaJ"Q2d| & F d$Ifgd$ & Fd$Ifa$gdvRm$d$If^gdIm$$ & Fd$Ifa$gdvRm$$d$If^a$gdIm$FG[\$%9:./νxxixxxZxxh=h0JOJQJaJhoh0JOJQJaJjhOJQJUaJhOJQJaJhF|h0JOJQJaJhF|hOJQJaJ!jhF|hOJQJUaJ hIhCJOJQJ^JaJ5jhIh>*B*CJOJQJU^JaJphU,hIh>*B*CJOJQJ^JaJphU()deq45|};=>\]龴~nh hO5;OJQJaJhF|hOJQJaJhOhOJQJaJhohl0JOJQJaJhPqhlOJQJaJhlOJQJaJjhlOJQJUaJh=h0JOJQJaJjhOJQJUaJhOJQJaJh_hOJQJaJ)[L@1$d$Ifa$gd5~2 d$IfgdO$d$Ifa$gd5~2kdmZ$$IflFTij7~  t0:    2d44 la:ytJ9d$If^gdO#78de~z{|}ʽ񚉚ʽyly\NAhF|h:OJQJaJhOCJOJQJ^JaJhlhO>*OJQJ^JaJhO5;OJQJaJhJhO5;OJQJaJ hlhO0JOJQJ^JaJ%jhlhOOJQJU^JaJh hO5;OJQJaJhF|hOOJQJaJhZ+hOOJQJ^JaJh OJQJ^JaJhj pOJQJ^JaJhlhOOJQJ^JaJ#k\PA$d$Ifa$gd5~2 d$Ifgd5~2$d$Ifa$gd5~2kd[$$IflFTij7~  t0:    2d44 la:ytJ9k\\PPPP d$Ifgd5~2$d$Ifa$gd5~2kd[$$IflFTij7~  t0:    2d44 la:ytJ97[xyz{$d$Ifa$gd5~2 d$Ifgd5~2 & F!d$IfgdvR{|}kiia_a_a_adgdJ9kdP\$$IflFTij7~  t0:    2d44 la:ytJ9 }hLfmHnHuh$I5jh$I5UhL|\jhL|\UhF|h:OJQJaJhF|he OJQJaJ$a$91+0/R :p]7= /!"#h$% naDۼt5F|+PBCPNG  IHDRiw`sRGB@}PLTE ###333:::+++UUUCCCQQQKKK]]]YYYeeeuuuyyyaaaiiiqqqlll}}}tRNS@f pHYs+tEXtSoftwareMicrosoft Office5q`YIDATxE ;vQD_d$;77|:g/?BXo"8G-wqKpz}~Td]=Lyƹ l0&xK%}ꁆo(3j^TTxC_jd29ݥO1iŐc9+F#'.g;FፎDP!>\+c™J8<hZY30Pa< ہB&e8,>0;Ky²-@ݥ󮆢Mu!"kYM8A$r  Xx@L1"A(GxdJd ~}XAE x:*6+hx"2Ky™'DJFwt0p9#CpP ѲxZ t2~(ЌL"5 *P#1nǢڲɴ ,~΄Z>|o:!QI Gw3҉^V+@CVv%KZi-@f0cTpt> Ãj;Rd`F!d /R c&PIUD_WMt`(ax"0u Zm>z?O¨$q@wM!CaDV54|RkB՘x >*ڊS2ֶP&+^oPbL82Y%4|&t2> vU# Ŭ{s@g3]p RI=um`Vd gt 2)Vm X aoH1)uX2!L@jT$M5خwmz2KXNT&' \#lR\D\got,-Vj)h o-G2UiY?LAxӾ 8 n%lYZ2ڷƫ"ūvE1#.۾ XUn LQfW&ɫOӒr-Ro oGC mk-⣊7+D?s}Kc|~8ɻ [?Q%X.V۝1ѧPr36/43VbuxmY[?Y ["^IB0⇺B?S] miϮ? NdD U@ܘp3Oi6ol ^ KHbo ){1<%Pъȗ,ū됡N?^!B,a;<?3V3LyR5'WrDD`7/2IKFDI%w9ZաyiQ}Ata0u{5SI5P$kxyI C.2)$'l$a;tKZm4fΐV>B[Ng06˼1_~5{^Y+D@r(gyIo_,ÔĞsNY%^7߿B~޾d' VcFؗ4"٘ WY %U͋7֔N $n>_=+Glǫ>ҹ9s(S ]j$CM?b#xT6ϤzxmI$"|ؚ賗7-g /仸 B*ȟlDHWOgC;\cImRF=E:qb< Z)$;o#w I' !eף|ȥ]vSRsS:,}4o-"N!&n? n~a֫^&@Bލ+ 3YR e}uF}hYz8Xv6,#?*ɥW#,LnpFSҭ)")O@g+䬃qo tZgO' T.Dj^d 0Py]-NdcpoTYL\߽lk?A^WSh^Mmszer$IldSAt%c,/)EpUU.XivߎGeN yaXa=Uj9[$dQ$c`pE it9Z^*EY')dNEQ26aoU 8|36 s:вdRQdYp11M8x@DF[lo_O9+9vur2Gi$R5WoWNraMfv3iJ+@SE;a$*[+d"kTzcOgt_넾p$228~ 3,fZδs+cޙ(IY`/Se%]lիКN o^n//:7A< l]$ƭ6kck kW󟲶nQ.哖2 ^\QȲMcCx>[#f ͛V=nB]ʔ5rJ6T "*Tm;x f.ld_$Ѱ;QJo)Mo k},SzSka=UdUIZQ۞z{ lcipK8 uHVf<bAXZo4C,|kzd:tc}l{f]퐳/߼&vU:pFLmrA8zJ&ePKztOӄ.C<8W+g0G7^:i|ɩ{_@iEĴx, !/xeGlkr@E~]waVsv@pB2_ g9.DON*&$j]]Ud>!B#(;9\9gZQ-R׍JM,.F9wkg"ᐻ{wX~S13 =ǃg!}1 Y>ZƬ>PwIA5K)@Mg=k>7W:={5KYP5cn-WH- V.}tر@P*_JXM!a*-d!Hߐוg"d@&(0+;k1N{)\rKrqt~l|?̴%i]lP-RSJsƤ=1>ٰ+ |`Q^ 7>VNȥ;sلw{tԫGƓ[*n`[6(ŁYNb7&]:zmE,/&Z5(Vyҿ-8q#6M],ݷx¡b#(l?,b<@G B襎z^\V a>6Qg?0 `Ice,j~j˱"*rFo&E. }mgDB;K1U.k*U\~[𗏣]RGX^dIL9lXڣ^dьw  mZ;[$ 2߄|/'e@.ҹYW 9MmHHE|#1Izpr𗏥xE8'2`_WL̬$KVrI\ndd_Hl}M5zcco͕T ?p7v#g)3 4N``".Qnd\;gӑ7%uDhpB&/wZ%a+Jfewj:]S$}ouz[}_ |ѽ 0F1r:TJ=!2|Ht×>T@xp%㇄7 nw?'#++[ M"3K\,ekr۫2(^/Z5ڡTtb|"1WX̑%zCJabN87:$K@usޭrڮ77N5n=_w/ɰBnCWv !X3ٵ&*àAR`f߄?sG $09ڔB%}M_^H{>67jjfCU+]K7_^{'Nt/kipwIelyrR8+ _F#YLkJSmszc]ޛ* .*3^C |CV2#R.nҫ:ь#˗*`i? ѭ+ QnZZV%PM3=;8њ"~UܘPȎbW̾ghb&k$g _J8h{!J^ػjNZ7K.3Or4ǿ]9Gp 7wfp1=ꞟyPpuڼŖEWv Q>nO|4Mf ѬN0D)k?f!LgXԖSk)yD;>̅ȏo{`Liʄ[mMSǜx"N6ۨ)a܂Y>J.˴+v=VfGۋ6xr1>QM2|0ºـGб\K30&Ǫ]e)ыwK:E6t薰jR[gMSà aRc#*ջX%w<dz/GHgSQsS{[ `’a5GHxaz #Bͽqܚ9)|Աy/pİZ-ItH I^Hh捂;t6|ׄj#9FVÖJ *ȇ.O"`U~s*w8n즺m r_밂wGXV>"ɌcL.%gXʰuk1Ұ|U:buo2mhflV*JRi#lb`{)9a iΕ&qH0Պ@@xؗ!$lb~ ez\WJ-{7zOz}.tVej|)v,0\J0"jΊo>$*91db~ycqC)/$dXp nZ1Z+Q 9|Xd˧#wzV20=jL@Re :8a9),qL}"Rkj9 Zbz]g Me/USӾna װ":UɄdָVs*s}:v5we뙓U X6۩{#&#s]꒸`%|4)a颌R6K<ۉrK[fYWM86ܲ>Y9 <]wXnZiGB7g&* )aphk}-4َrGaBv|G½cd؏df nҪ;Z/Nz\c)Ru ;FvoXn>;QnDfCZbwO0Lao BA_!XnP.:H91(F/ IJס*R1WJ6j|:=NFTHiJTz|]$[GaIo7ʃ|*/943>aJxTVׄ{$,19ΖbXf8ڇi^\m9go Oa ?`\b؂Z eqȯ0`IѯF &'u7ZDؤmCxtdƄ>ՁskŪ#K #||Økp;rF٥SΈ{ZX?ePn4F6wL,3NcS9NyeT~'I9⟢Bٖkb2ÿk+<:CPp}^˧xu\-S/0HWxS-O{~? >WNvӹNxaM(~,Oxs`R`Q<9,~p$T3Si6}^n>V$ Dt0;ƪE ݠ12O OmmZgD-I[ 9y]8Zڇ럑-kQ# NLn[ᎹZJ̅x^Ӵ +4Բ$W ڱ>6"[TPgC}f /<-S΅ =- Ym/s%w<ۉwqrhøn%̍^0sI6&+lpMal3yf,.d8pr{7͟39aqŒ0$a;Oxx!I7ٲvc09^zvf#+*jNr*$RNp|jqqQ)`O&h $sD gst$+vZ&liǙ kCt'eKVh1 LbR NNRt,Z76zHJ1{EaE9Fq ? %`*">ZŴA'eLؿ5)arsۄ26Y֮"bty+4795t}^~&v$9X-¤{za!HN>C,jY :cp"!/A|H Rgds! GyQM@؝dgdp⯍cCy7BH6M(_ct5hjTшk1a/r`΂~荣*O%;JE,T+k=0ϝÍ.~2|;u<-7-=V1f>D퍂Z3@i0ŧ:1%C0'>ZK3dw}.׫V$op)ҥ=Z}֍Z2+=.eL 6c%"[m x?'c,'e L s/}~m$tQI)XS} ~fd8$O+6qBteqfzpE6Y?Lz@H}=/M]oHacOۥW DYrd8*,.`͜Q%:=<IxcwFXHe L1S(mNbv7Aɒ"B2n?Ά6Aj-2I|Uaڮ$_sŖT͵Iجg,s,+r~[E3V>N_.ne}oz֯nlgȍ^ygGXLvxd5I'0/7;L%ԫ*v3+I_9\{DMf/MDz=Pa +bvsźŸ)VVIpM k`Rh}BT|w VW^b˫pѥ(^Gf+ug+xv.>Az~yH~{hSuP=pJhD,Vbq 72E.7_ msh*DpN#z]j L3εN,ܫF5p_VM-r|ٳM nW10peKBIM{&rȚ_#|@ءF;f< {,3cҶ;KؕŧgMxJ ȧFK(EYLZ 6~8IBrn$Odɽ3,/7ʫ)/ш硄cKW}44MkwXaa2ai4FxM%E7] fi JUovk#Dg} X)o=eH4FL+tbI7'K1: xleJ,vͩ9MM3Ŋ::=p=sn[Wke i#jdޓi9WKNL96sC$X8XL-gɫ 3L(TRxes{-&7tK\-ᆦKNp^ucqm0Hf W3MҧXeRZ.:,p$*|m%ޗ*(k1`i};n m6 C6&|\H'[sմῚ?PK/|TAk4a b&k.dpEE+ȖО ͱw;&QAitK/۲2<̂8g;٨I5rH|dgM :j-ZFNsi=zf[j`8N><-yC}ᣫV/6%5[Xm<͓񢿊{X9ΘΨSqR/!h\[\i8vFk6ڨ;Q)isXlcu8 q]7iG(axт 1uvckV_6 7^j<73DRA7+v8IL#Ү)njI/ŏ`D*{yW>5r9WlcHϰgYV_Sn@Tjzn/ \1N*d2)$i0(^-aq|Tֲ)Y10*}2a*X3?8xxi79,'Iݰ+TǜSݧ(+&{HqbRZ  Kr:ר;%"F a+ ojRD)`yI)V;ק`aM !B^o:J]<%QX0<1!7G=D$2\ԭp\8 05xN`Q;E, @W`{ x$aQ6{f+רvAMh_[O^I ʈ%X;epaXR6Zcxﻃ^ 5q%\-n,+_mW68aᇶdB1N,W?8ܜczf9ehHعNPnZ@/8Y^9cq L%pG 34֫k+4hi4Aìǜ"Fܡo'|9NoZ0`OaP/JNR5jfԶZ}kи(d%/zHЙN`:vtnCòu]7',_޵*Y(k hⓦ> |I72EQlwE_Vh2S9XoT5.O}+3r$Ts4s@X˙o4XcJYah4h-Ac>wiTusk<͋G$x^pDYFIDZhq2JL``uc] 55,n 6-jUO'쉟Z` hLB.ґT9^]MPC+8GHmo (/zZ7G1 z5I>Wؠ]_z~/3ˣ:#lJEVo5'CŞVzO[|ZϦp nD9)ٕ-c /7 \Ӿ)a6>ҧ{ eAìeEZݦZRa omaqwS՚U5WLaDŽk|c9!Y(Ge7Öp qkq82xj8ɦtjrSJt!FCfn]-BGJ^nWtф tB w9p*hqus3?HKﱋ!'$#u;g}5a f\ܮuS0!f8.#}W/awiS4ׁ$RΜL4U}&\ ZT|$ڟB5բ+d<&/ [xᮃ6qm+%?pj=Wns\**ǞlJ;peޡnLՔ u"[-\LVX̶ZFW=vʏ=\,QX3cV {nhnȠs9\[V֔#| m mߌ ,ŜY>EjT4@MMIrKUkɏ^ TKS; f4nCN5#ŗ[%"ש!FUo@/zԏt [K-zͦȠXf_1aH?v@FKm4Z,)ܼʥ~w 0n{IL_W~?愤1(if fʳz&A3ya~P ԯ6Y q.[F^68Cm#` ᎏA`Qoæ?F[)bSt"7 ia_EC%J# Z,,˜Z7ʅsq>ڂGthvtcU햾Du< $#KRH͞ y]-0au6δGZ.!Sqq nfhl1[Ζ2DT,t6x_5uK_6KW/tqX/imgyY.j7|cTm,1UPhMK9R|xSp$ b?_x_FM@8$Jjѝ[*5"&q{~L]-y5"L^=\3W&-JA  ﷟\C$tZ!Wۯ Eb;SOhI4]3{%O!aM=U>' +g^o/'Lˠy֜5pLi~}3 >B+$ЬeLMү$E?|1tk_ $>6j?`mSs;RUnH0U"VV1=aeƟL2YgRWPMS-l|!!}w˲h s?4&PKߞ[/^.U؉{h!оf٬/'KM ?xz&f8p,'P/_Z#?X^NaIF&NnYTq6SdKx+??}:-,a2Sd a>I,W#*\ٵ4l :([#[-_MxxQy JY?XHUMO)B[|5a3[7ep4s9Z9.V;mQH¦ N?CdK+DU&lF`beRMsjNdmߖNv*lZi_C1ʶݶ{+zi^A~߇m'\.å;i%Ty&\UJVm41DIΟ0x?c*j.!fK\$s]!I-p#3"dL97Ǔ}9"?aoYRx^\I&b;FSKjX^hA= XzQ$K_(O1-0md6\v7oռ,\w%,\u&~AGki+x7{|۔Аq<鴵^J ])gxTl㭰,ځcLt۶:aom4ɧMutnu5\)! {D1]]res<LyTvPp0$³M?7fs_;u@fS{VF۬0^ F/hon5V+ut c_6 n[I<^(!  {f׺#Z6S wt IBcߚZ /˴|YĴ0!\߶ܓ~^n:(p"^ŞL8;n#%ݡJqgWɓ?ޗvw(QY~u oЍ}HvXb,[t@=7;e֏9b9PK`j:! ]*]j> {pt?ZQ' twz\Ӿ"'yU3bemZyQRh6~teS K:P-6*K1>}T>91q2܏\MJS_4<5r)2cx!]T{۽ @JƜ#a6w;E$'xx/ Ça* yvs( КDiRI!/.'g~CL\lb8YdX+cP[mvۚ[D䧤=Mxlvn`G$yR,X&ƫUGKW:s#2]@@-ʧ.R]w#5x%atЁ Qmmﻐ/Mw)aj}Pay$0O+X bעaȲ2N1YՊIE)oaR8*%3=y[; d!(C[pӹB)QE?$fӊÊ@qF{v.Y,<vT?7//|ji>jBF z2lMZ5bL1=am,22E)b ;Q9GݼVJȢʔ9EqpÓL yl6qOL]m./ʇ͛tl!ȼ\m*CmQ -[|Z/[sML-${16 ,dǵѮdX w);^/'YN5=JЯҙ[Esc`$;-`i A-G?pͩQw@n# Iu ͍^ygbEyԇ9"^`6Ǚ>I~fԨ`gZȗۊF֢bL' ,mٺ-=GtU$LUv)F)47K#,pwXnΛLBd{V_c׏ouz,qBK#-cՓyjVj؛9kTꡖeckYT1tB2ϴ9֙mu!f&rEnذ+䛳u:`mp `K g\קS3jҢiZcʵi0Tp%bۢ ^D5m{J\whxHv8 z4QW 2![ĸi=Ұp>#+ r<&`|c7[S%.xF601*1L%4f/A=-{Oy/%nS{NJA-zwbGVz[T;Xcٕ4Cfw\o$A9 Rlv:.WfiSx0agԊcu,ayWǁM`JO٦K<@LlNA0cۉ.tt7O{m%%U18W p3e3< àvu֠7ASͩ|5rRKIa|U"ۉRg<,񇝩u_e1:Q+$A|SVE`g>uQhNR460^{Z>jّz MmiNxuycnNPwvQ˦2Na!Pp cs=?$#u+ЛO>Eg` ֌NM+^hN3y,7~N$^(R-ɑLH+@ t/|7`o%oT="[8!kA49 P5SAx>Hu WZc0 ?=WLsW76&cJ+:զmCKmJnwF<$!ID:CgP/{kntJi86p-/EXM6k/ }iugZ<֜0Rn\Kml600@Ψ=-ID]*a ^  2L2zv5SQwGBj%չn9vȬOeRaL*h o,pɨRA? a1Hl65Lvq>?3Y`25렺PNw>zco 2&3*pmPc" r97r689ͮ $ Q~ٜ&;goD~_LeB=S~{~^fZ='tkMr2õy`zh঎vwneeWU_՝ߗZ*<' .$ ;J:p<a3Ǘz8HvGKpE`~ʤn6u6x&U睷$yŤ])tT9ޭ(:"i@/szA J^do_ mHǨvZ-8X{a݂L{4\oL6s :[H)ucF(UW C3!Ovk*_#*0'p\,P#Z[샦ށP 9{R̪-<[i]^LA/nF *Z4;9I4aפ [@Tu ccD([7c3XAbn:YcJ2:hՓo M-߮#& =u.v_7}|&= o&= o߄o8v?xS~Rۤg0O n^ad?M /wt9q1 d߯$G_@tç+$  ̐ny>G'37~zaWI7~^t||Gx(k?<;#\ZCBܜY)ZAʬ>zӨn9봉n_(|!Q9iֶ@yhLZ,Έ=C6S o?|A#m?:6ޅ{)-e/A8Hh!,U&pOuR%ḬNxvxe!QW+2neO_-o}e,'L5?t  ~|m+,Ґgóxoi 68NWAA1Y<*(_mJ8~o,]˰ qd6$Kޑl۴R1*akn4o_0}x~|08' IxZ| A̍@bs$S~s6Nw_vcx>|vu V߶oMj.CPi7Op X_s.<-SN|Y% 3a<' J!l~v.VOg>sȌM$NjjF>Q0Aȷv7靡٠,&S OgGWO t痽M?E6wgA9F\Ox ԯۄ۷  ^oգp{ђӳ0^As|?"iHG84ъ? IK$^?{OZ[3G U; -ͼO~|?ҟ}4ĉx:xvh4==LN|_D05z/??c0lGi9=$A_  @*n/@l &@1m'q,dB j%LTOW%|eƄ2Tߋ1or >z& FNmO*1֌ NQ8 5Nny$HL2xaURy@3Fj|@?:o֮V9zqmFx>rxĄ!xXeQ\a+ta[Ňs&M@`:А ք{05a'KH^<|5hoN Sy &zTIT~n_ƣA8$ޱsW9׆^9Tw)_Qp\D8>hZ /r*qMhEU3a>C+Rzx5ӹ/+OLT랊+ γ$zx>QR ;oj/N% fGńS-)9_fPaC6U}ƹ~['H`e;hS6p*1.3sEz[6aj()1zCϴokOL%pTd5GEW Vwa$ܪ@I9VPFe8vK8sNxY\yK§^6hui<W%56_|X 2a'.N1[l[B5apqL *i<WTw oլ̐KC% ٠cp*n P pF]}𹎒a84 *-!&RT2?C8p,Oo>Q  o׃"" {KK31E-Y} wEoT75qe'ԟo-}1+2]V.Fᇄw !HNtՋKzLXiK 7ˢѷ ;jo7F ! 3x&.*pJw V:Y,ik3Y ne˅bs%e]|S՚*B|16䊰Ü/ O-z^֒\eZEqpr8?6SdXx;Qq&h'Lw=-F4h2a|oT.|<"|Q"ĉ-W5:U5~ʟ?%I+%Ƴ"7K{_㸾 Pe˕WAsale Harris5858 2013:09:18 12:44:592013:09:18 12:44:59Asale Harris http://ns.adobe.com/xap/1.0/ 2013-09-18T12:44:59.579Asale Harris C   '!%"."%()+,+ /3/*2'*+*C  ***************************************************" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?G4f\њJ(sFi(m{V . nHFWjMm6uE\"AqdbٖOdwƥhSњ_d:F#MRLڳǟN2>^wٽ+u % 2 1A]FT5Y4PQ@ 3IEQEQEɤaA<}Esm7/QYVrz"24V$J?^ΠJ|S?B:t2 'RA\MI NЌovKSNnyh՝K<7V٧KY)UN>rzں-'R8m(gRW;<%(q@8$f/Jn- ሤV޵q L/aKm㷶b$ h0`;+a)I[~j(QEQEQEQEQERIb$՗XxkKkFLv%?<>(,6ߺ혮L{WzX,*,WWw=+ğ3w\2m3黧S/|g:CYM]XA֊'Yk^I<;Xu{j/,ZhtÚU-m|O|ƟNQӬ(!  "XldQ~Ob*UPy^ غ>k1_YE.$Ԭ"b8*h袊9Š((/47ϻ 3QԟEu7ZZqp8B碀2Mxn'C;ɥp7,bTОIzSi:Rw։eE{M~grFU#'ˌ#מMtPQ)%W^g k8 iz"-  >kӵrգӯnXySWeSҧ巑ZУ^~Qa px'ƭͽ[B+ۍGV'|EW^ - ke{8^WylIm仒03,y^|rLK3t M?Ir$qkF< k|YK61obY8^gPKJN-ڿg"ӧWh`JP4K";8aOo#'R2,o%燬$leN>My^!6OU ulznm~O}\QEڞ#-:^s(=0ª;NTmt3u'=Y>qFhI5Nm-Q[Q@}Pgp|85hdvRA*W=x1Vo|mm|\#+[df?H? ߎ jX]\J?4% |y*4Vg $Tww3H"$%@gWY-i__/6󇔟L=?i6څ2ʮ0J#8%q֤tEcS{}_S4B[s aqxzOi 5?6byVjwʡU 9&{iтVXdGkzx]rA$_#K4:8̾*t%q|Os~\Ȋ>t?_⎘FLzƳ@Jwxaްo~xՏ ڎ'lU|$-]><<:a$>_cq/WskJ2rVa[ke6.s?έrZ/ h1^7'hwL?ۺùQcz6imeqBG0+Cco c!@ A ſ]ycNǏ |CH&ZFy"i 8+LJ)Iisj gU#(;IV#O:"kn}t%HcdyaHZ諣C;JWW^[Dw 9 0ÑޟG麅h'әp\2nTԊ|[i[XJײ1 ,~#'<;ڱ:5O4𫇌jf;/zyc/@7 c<8̨v 2I^ ݧt0RQtd.W ʱ5=MoUBĖwA҂G᲼ +:_Zjs{wʛ[} DӾx [qџWpϑ{ |͘o8TȫnǨۇⲥFJN79E^&o[Ks f !b~b~G;zLWX56 0qfZEgqtWWX텊0:kJ?N!xZa @!n ]?VWJ1ݓbRܥ"z_c(=p>K- oym^q#c qӨb?Pas!DO,rM}] n6H@ ps]r$v'%-*OOǚKB6d<Gy~ ◴e qrrSWXVk;O ]1/4rU_7zιwD`-ʏdubxs3i9  5^%|>iA4ckkV;գ l]gByKv}GGEW&QEgDw]*w tχz毧6ȩv)O91|AYcT"ݨcSθcݘX^G`|CT,DQ#64K. 1%G,xdƷګI;F7p<g". 'T'ź֒]qvw0!rx@Yz/r4^?: o͆- {NFzH\fFZ5R(t  ~"׈*1sS&[{m늳zٝ#IѼ0Dcp!Qy9<#SjS? . }&Fysf f<FxȜ_뚤6$$8"3Ǡe]ǃ}2fv͵]orx8,fILvҒXŋ奻ےT~・Q{>o3,$k{sӊ箴Z[ef>e V:2}ǻJ4+ǛVI3ž̺^O:ʙ>b)S9Ӟkk4< 31~U܅< k.=:;Qkp'7&Y9:c TWF+#Ip&z|EҬ-3m1k6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~$OJPJQJ^J_HmH nH sH tH L`L _NormaldB*CJ_HmH phsH tH ^@^ : Heading 1$$@&m$ CJ OJPJQJ^JmHsHtHV@V : Heading 2$$@&m$5CJOJPJQJ^J^@^ : Heading 3$$@&m$ 5B*CJOJPJQJ^JphfffZ@Z : Heading 4$$@&m$>*B*OJPJQJ^JphfffX@X : Heading 5$$@&m$B*OJPJQJ^JphfffZ@Z : Heading 6$$@&m$6B*OJPJQJ^JphfffDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List LoL :normaldB*CJ_HmH phsH tH D>@D :Title $$m$CJ*OJPJQJ^JZJ@Z :Subtitle$$m$ 6B*CJOJPJQJ^Jphfff(#( : :V446U`16 ?^i0 Hyperlink >*B*phZ@BZ )0 Balloon Textd CJOJQJ^JaJmHsHtHXoQX )0Balloon Text CharB*CJOJQJ^JaJphRoaR "Heading 1 CharB*CJ OJPJQJ^Jph@@r@ V List Paragraph ^B/B Vapple-converted-spaceH^@H i&0 Normal (Web)CJOJQJ^JaJNoN pNormal6dB*CJ_HmH phsH tH NoN nNormal4dB*CJ_HmH phsH tH NoN INormal1dB*CJ_HmH phsH tH D@D J90Header  H$^JmHsHtH<o< J90 Header Char B*CJphD @D J90Footer  H$^JmHsHtH<o< J90 Footer Char B*CJphB'`B 30Comment ReferenceCJaJH@"H #30 Comment Text"CJ^JmHsHtHDo1D "30Comment Text Char B*ph@j@!"@ %30Comment Subject$5\PoQP $30Comment Subject Char5B*\phFV`aF 0FollowedHyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! 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-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]  ***-o e <O $w)+r-p/37;J_)`beHg_hjIkwltmp%z"sĖI*(YЯײT\8!}ikmnrtwyz~  3T;\ #&)+r--.o/01333E4>567&99::;= BCFHJJMSNNOFPQQCSUWY,\J\y]^e]hOk=lmnoq| &Ĝ_"{jlopqsuvx{|}aabUbbbrÃ+CBD7r r5z0hYW|n)OAۓ^Ĕ=וH<ۗOl=kҚW)I)0yӞ%iΟ (ʠ^ˡ1a<cȣX=zRhXϧ[Mbȩ/Ѫת3/3[_׮6pYf̱G'9f"7[*z\Oz(7Uӹ Ǻ OItxhȾ Qx2dF[$9.(d4|=\7d~_XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX $&-!,b$Dۼt5F|+PBCa;# @D(  t  c $@@A֛> C"?D    "?D    "?B S  ?@pQ6,t76+t.&t _Hlt409771745 _Hlt409771732 _Hlt409771724 _Hlt409771716 _Hlt409771717#DD@@@@@$EE{ci44YYYY8Z>ZOZSZ[[>_D___abb&bUbbbbcc;mDm{!{*{/{,8^Ńƃ,-87s69F{13MhX[g|oBCfܓݓĔו !5H<ėӗۗPUfllm*+HI )0ОҞjl (ˠ͠ݠˡ25Gadfw>@TzShY NQabɩ̩ة/Ҫת03 ['_خڮ6&9?fͱϱGƲ .8/0E)*Cd56[| GO$$U)Y) **--1144CCMM+W/WzShYNbɩ/Ҫת03ZfͱGҹ/)d5|-E:^b3v66G}=( ^lƞV2T ! ",fV?:i;PpFChNG: ,==$j}h=('y,:Ix5`E8 19h;rn%<|+_=.p?`p[jkAZ7OyB+7CP:~HkuY,Ila)M/cPH=P>DXeaYdCTxnZ~BZP[4^@Y|br-v[KbZnE!\\ 0"'k`~ wd=1f6jEq0"']#E!\ ~4E!\ 70"'pNZ}RE!\s E!\ ~LE!\ Z~O!! C+g^ m[,t2F} * 2F} r !! f m[,t 5A 0"'$# pNZ 7 2F}3S h#^:\ g^`~ ^ m[,8/ OM *%khM %=@!! |  s1P)9!!!  g^]gH%=@)pm[,g?OJO /oDOG/oO_m[,<h82m[,WR0"'dsw$bi`~  4OsE!\ /ooT!!  4v %= /I@.O&pNZ m[,o w$bi4h#^2F} 'pNZ 'cg^ %O_m[,1cE!\ 2_4G>]1f6Oc%^a`~ pNZ-?<%TG`RW!!  <!!  9rm[,DpNZ ;%TG`e /IzFpNZUBOcu 2F} l3 m[,U!m[,OA"O0fSE1#!!  !zu#1f6#pNZ H$G>j"M&!!  iV&E!\ ]m&0"'oq& /IFd&0"'MD'2F}'2F} -( sI(O(/o ~S)`~ l)m[,P)s.)*2F} N*m[,K+!! m[,@d,O}%,OZ -0"'2-E!\ %.Os/.Os.2F} m.G>,l.P)3/1f6/E/O|eQ/K6<y/m[,$01f6.X10"'11f6B1m[,H1E!\;2F} yw;2F}%;2F} C;K6<M=|~<m[,<m[,;H=m[,{Q=OU=m[,v#=0"'6 >g^H;5>pNZ G>z>pNZ 'z?E!\@@2F}P@!!  %=@CLtA /IIAP)@}>B2F} :B4v^CE!\ JQC`\{YC%TG`D2F} D@D +s9;Dm[,T+DO/SDOm/8E4v ,yE1f6g7hF!!  &^GGGE!\ s9Hg^ /IxBJFd&|jJ%TG`IJh#^~JE!\ ypJ*%k,KO#6KOGKOaKO3tKg^ wvKO0fSKL6L!!  8LMpNZ 7M!!  F N%TG`vNO +NP,5r;NO:|NONE!\ FN8O!!  RPP>Ph8/Q +s9EF-R2F}Y]RE!\TRpNZO0fSTSFd&h[SO#)S4v<<T`\ETE!\ Tw$bi$"T%TG`U`~ A^Vh#^AV4vMWE!\ e3 XORQYm[,oYm[,hY2F} q Z s pNZ1Zm[,c1ZOlZE!\ pZOYZ*%kZ4v lZ4v9Z2F}B7Zm[,I[2F} Q([m[,b[!!  T[`~ T"\2F}Y\m[,`\+C\m[,E!\l-"]!! ^`\h#^k#^m[,3^O0fSS(_O'_E!\ %TG` 2a +s9Y aON",a%TG`da!! gpNZ 3f hE!\ T*hOJxhKL@hm[,H i s ipNZ 5_im[,N bipNZw$bijg^ zjKL8km[,`IkO*%kG^kpNZ,mO!m0"'hmG>m9}_}Lo2F}  Io!!  uIoK6<a'pP)~ BXMN4k+)2(a:T"_ X Z3 tF'k!< X!Om"P#Fp#mx#$&i&''*HC*+ h+z ,,p-,x,~,1v15~2t3e3e4$I5`5T$6]7 8T< >6A'1BCCV+D|/E5F(G}G H(&HV:H,BIsdIyJK&KMQMMO O28O Pm!P%P&QvR_[SFwTY'UVVWW[L|\#g]y__D`Ob8dxeLffffzfN/hQi?^ix(jak1TlnOroj pxfpwVq/r/sEs}xJytyW0z,8zF| z&E}z)v)V}G=<,0t;}v1D\ n[jOIe lvUFH-T@m:'(T?B49lITX(J9n.=3ym-f gI0L^E~dlqx,\_P$:\11_ 8bTH-yNXOj}srW[emaqU\^ 2d^m|;_1D\):1pyS-!6~^k` MBKQ0:n]%:J@@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial7.@CalibriI Frutiger-LightCn;WingdingsA. Trebuchet MS5. .[`)Tahoma?= *Cx Courier NewA$BCambria Math"1h11fkfk!h0 2QHX $P:,! xx Unit Plan.docx fss-c3030oakwood-                           ! " # $ % & ' ( ) * + , Oh+'0<x   $,4Unit Plan.docx fss-c3030Normaloakwood2Microsoft Office Word@@75;@75;՜.+,D՜.+,D hp   Microsoftkf Unit Plan.docx Title\; 8@ _PID_HLINKSA;. 5!mailto:tarverge@orange.k12.nj.us>rhttp://www.ixl.com/ela/grade-5=x+http://www.timeforkids.com/homework-helper%f$http://kids.nationalgeographic.com/2; http://www.kidzsearch.com/H1http://mrnussbaum.com/fifth-grade-language-arts/j,http://www.studyisland.com/FVhttp://www.funbrain.com/\Fhttp://www.spellingcity.com/KChttp://www.thinkcentral.com/\Fhttp://www.spellingcity.com/%f$http://kids.nationalgeographic.com/k8http://www.newsela.com/]http://www.readorium.com/P&http://school.discoveryeducation.com/|^qhttp://www.pbslearningmedia.org/collection/midlit/?utm_source=NewFeaturesA&utm_medium=Text&utm_campaign=HomepageJ]http://www.quia.com/Dhttp://www.teachervision.com/R])http://www.readingandwritingproject.com/57http://www.thewritesource.com/Vhttp://www.k12reader.com/5{/https://prezi.com/n-iywrn3xz-j/text-structure/H:https://prezi.com/ynntnvyq35xy/text-features-and-purpose/?(http://www.achievethecore.org/http://www.tech4learning.com/KChttp://www.thinkcentral.com/$;http://www.readthinkwrite.org/ Fhttp://www.readworks.org/http://www.tech4learning.com/XLhttp://www.learnzillion.com/k8http://www.newsela.com/]http://www.readorium.com/s,https://www.youtube.com/watch?v=DWR_4ofnxCU"y,https://www.youtube.com/watch?v=HFjIuRq3kHE8a,https://www.youtube.com/watch?v=AhP-M9i1bSI,j,https://www.youtube.com/watch?v=hSSSOpm-ZHw {,https://www.youtube.com/watch?v=_8yGGtVKrD8SE5http://www.biography.com/people/cab-calloway-9235609FMhttp://www.sps186.org/downloads/basic/243103/Jazz Flyers - Bud Not Buddy.pdfE]http://www.cambriansd.org/cms/lib07/CA01902282/Centricity/Domain/156/Bud Not Buddy Intro.pdf4%0http://literacy.kent.edu/Oasis/Pubs/0300-35.pdf:bNhttp://www.glencoe.com/sec/literature/litlibrary/pdf/island_blue_dolphins.pdfA_Jhttp://www.lsusd.net/cms/lib6/ca01001390/centricity/domain/748/ibd2.0.pdf}q,https://www.youtube.com/watch?v=9CNQZCF9yfE*4Khttp://www.tourism.net.nz/new-zealand/about-new-zealand/maori-culture.html-68http://www.virtualoceania.net/newzealand/culture/maori/.http://en.wikipedia.org/wiki/Northland_Region;qhttp://people.hofstra.edu/alan_j_singer/Docket/Emancipation_Proclamation/11TheUndergroundRailroadInNewJersey.pdfm ehttp://education.nationalgeographic.com/education/media/underground-railroad-journey-freedom/?ar_a=1IDAhttp://www.history.com/topics/black-history/underground-railroad.http://www.pbs.org/wgbh/aia/part4/4p2944.htmlv-~,https://www.youtube.com/watch?v=60oFmPwLz8U/6{'http://video.pbs.org/video/1479874539/,lx<http://www.teachertube.com/video/underground-railroad-19374*u,https://www.youtube.com/watch?v=ylqQibHXL_4j9rHhttp://www.history.com/topics/black-history/underground-railroad/videosoJhttp://www.childrenoftheearth.org/deforestation-information-for-kids.html]8l>http://www.ecokids.ca/pub/eco_info/topics/forests/threats.cfmXiDhttp://kids.mongabay.com/lesson_plans/lisa_algee/deforestation.html&qf;http://eschooltoday.com/forests/what-is-deforestation.htmlhcdhttp://www.sheppardsoftware.com/content/animals/kidscorner/endangered_animals/whats_the_problem.htm7`Thttp://education.nationalgeographic.com/education/topics/endangered-species/?ar_a=1]:http://www.kidsdiscover.com/spotlight/endangered-species/n Z6http://www.konicaminolta.com/kids/endangered_animals/L\W-http://www.animalfactguide.com/animal-facts/GPT.http://www.kidsplanet.org/factsheets/map.html0:Qhttp://corporate.exxonmobil.com/en/environment/emergency-preparedness/spill-prevention-and-response/valdez-oil-spill?parentId=ef7252d1-7929-4f5c-9fa2-05404bde2a0f85N3http://oceanservice.noaa.gov/facts/oilimpacts.html%(K;http://www.cnn.com/2013/07/13/world/oil-spills-fast-facts/[HRhttp://science.howstuffworks.com/environmental/global-warming-videos-playlist.htmLLEhttp://climatekids.nasa.gov/t[Bkhttp://www.smithsonianmag.com/videos/category/3play_1/climate-change-101-with-bill-nye-the-science/?no-istb ?Hhttp://www.youngvoicesonclimatechange.com/movie_kids-global-warming.phpks<'http://www.epa.gov/climatechange/kids/9)http://www.neok12.com/Global-Warming.htm;96Whttp://www.history.com/topics/black-history/civil-rights-movement/videos/bloody-sunday1k3http://news.yahoo.com/blogs/power-players-abc-news/rep--john-lewis-on-the-comic-book-that-changed-the-civil-rights-movement-225518794.htmlST0rhttp://www.ibtimes.com/mlk-i-have-dream-speech-full-text-read-martin-luther-kings-entire-march-washington-1787100-Ihttp://www.c-span.org/video/?307539-1/1963-march-washington-jobs-freedomK*9http://www.newsweek.com/planning-march-washington-300305^N'6http://www.ourdocuments.gov/doc.php?flash=true&doc=96g&$@http://www.history.com/topics/black-history/march-on-washingtont!jhttp://www.roberthjackson.org/files/thecenter/files/educational-programming/birmingham_teachers_guide.pdfi>Phttp://www.aboutanimaltesting.co.uk/using-animals-testing-pros-versus-cons.htmlIehttp://www.planet-science.com/categories/over-11s/technology/2011/09/animal-testing---the-facts.aspx6),../../tarverge/Downloads/Text Types (1).pdfwOhttp://www.slideshare.net/DorisPalmer/text-featurespowerpoint?next_slideshow=1H:https://prezi.com/ynntnvyq35xy/text-features-and-purpose/5{/https://prezi.com/n-iywrn3xz-j/text-structure/k8 http://www.newsela.com/EX %http://www.scholastic.com/storyworks/++http://www.youtube.com/watch?v=CiHHQIWiwIU?1,https://www.youtube.com/watch?v=lcllrqZgxwE  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FPqXD;Data %\1TableT9WordDocument  HSummaryInformation(DocumentSummaryInformation8<MsoDataStoreD;PVD;1TUZ55SQ==2D;PVD;Item  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q