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Warning Text %XTableStyleMedium2PivotStyleLight168dq:Fc-2NWgFSWc-2NWgFSW̙̙3f3fff3f3f33333f33333\`RSP 1.1SP 1.2Sp 1.34SP 2.1'SP 2.2OSp 3.1oSp 3.2zSp 4.1bSp 4.2Sp 5.1   ;4 8 lConcept 7Curricular Indicator 7 Assessment 7Pacing 7 Activities 7 Resources 7 Indicator # 7DOK 7B D E Standards 1.1Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.%Realidades, iTunesU, Internet Sources1.1.aExpress basic needs.Express basic courtesies1.1.b+Communicate in Languages Other than English#Communicate in Languages Other than1.1.c1.1.dExpress state of being.Express likes and dislikes.1.1.eQtr. 1,3#Express agreement and disagreement.1.1.f#Respond to one-on-one interactions.Ask and answer simple questions1.1.g Qtr. 1,2,3Qtr. 11.1.h!Grade Level Standard: 7th - 12thCommunication - Spanish Iongoing"Make and respond tosimple requests+Communicate in Languages Other than EnglishCommunication - Spanish IIQtr. 1, Ch 4ABOngoingCommunication - Spanish III"Grade Level Standard: 10th - 12th<Elaborate on needs. Interact in basic survival situations.4Incorporate appropriate gestures into conversations.,Create simple descriptions within a context.Qualify likes and dislikes.+Exchange information with peers and others.bProvide and request clarification. Use different ways to express the same idea (circumlocution).1Give and follow directions in a familiar context. Qtr. 3, Ch 3 Qtr. 1, Ch 1Qtr. 1, ongoingOn going"Grade Level Standard: 11th - 12thCommunication - Spanish IV6Give and follow directions in an unfamiliar situation.Qtr 3Ask and respond to openended questions. Use a variety of language strategies to convey meaning (short, responsive comments; pause fillers; circumlocution).JInitiate, sustain, and conclude conversations on a wide variety of topics.Express individual perspectives and defend opinions. Collaborate to develop and propose solutions to problems. Negotiate a compromise. Support opinions.Express individual perspectives and defend opinions. Collaborate to develop and propose solutions to problems. Negotiate a compromise. Describe a problem. Make suggestions and recommendations.JExchange personal feelings and ideas for the purpose of persuading others.3Create detailed oral descriptions within a context.IConverse using language and behaviors that are appropriate to the setting;Manage unforeseen circumstances and complicated situations.Qtr. 3 Qtr. 2, ch 2 Qtr. 3, Ch 4 Standards 1.2dStandard 1.2 - Students understand and interpret written and spoken language on a variety of topics.Grade Level Standard: 12th1.2.a1.2.b1.2.c1.2.d1.2.g1.2.f1.2.e Standard 1.2@Respond appropriately to directions, instructions, and commands.HMake an identification based on simple oral and/ or written descriptors.8Read and respond to developmentally appropriate material@Respond to speech of peers and familiar adults on a given topic.*Identify aural, visual, and context clues.kComprehend and respond to simple personal written communications; such as, notes, invitations, and letters.?Identify main ideas and key words in oral and written material.LRespond appropriately to a series of directions, instructions, and commands.ARespond appropriately to complex oral and/or written descriptors.1Derive meaning from selected authentic materials.ERespond to speech of persons sympathetic to second-language learners.7Use aural, visual, and context clues to derive meaning.aComprehend and respond to formal written communications; such as, business or official documents.Comprehend speech on familiar topics with some repetition. Identify the main idea with supporting details in written material. Summarize or restate secondary conversations. Interpret and analyze the main idea and significant details from authentic materials and literary samples. Research and synthesize information from a variety of sources.iRespond appropriately to mood and implied meaning (i.e., sarcasm, humor, irony) of written communication.OApply diverse strategies to derive meaning and detail from unfamiliar material.g Respond to speech of native speakers who are not used to communicating with second-language learners.\Interpret and analyze cause and effect, relationships, and sequences in authentic materials.EAnalyze information based on complex oral and/or written descriptors.eRespond appropriately to complex directions, instructions, and commands intended for native speakers. Standards 1.3,Give directions, commands, and instructions.>Give a description orally and in writing using simple phrases.GWrite a personal communication; such as, a note, letter, or invitation.ISummarize main idea of selected authentic and/or contextualized material.)Present prepared material to an audience.1.3.a1.3.b Standard 1.31.3.c1.3.d1.3.e=Explain a process based on prior knowledge and/or experience.AGive a description orally and in writing using complex sentences.=Interpret information from authentic material to an audience.2Produce formal and informal written communication.GSpeak or write spontaneously. Narrate present, past, and future events.>Explain a complex process incorporating detailed instructions.LGive a description orally and in writing using complex, detailed paragraphs.MProduce a written sample to convey a mood, implied meaning, or abstract idea.Create an analysis of authentic media or literary samples and present it to an audience. Formulate and defend a position on a researched issue..Elaborate on present, past, and future events.2Gain Knowledge and Understanding of Other Cultures Standard 2.12.1.a2.1..b2.1.c2.1.d2.1.e2.1.bqStandard 1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.Standard 2.2 Students demonstrate an understanding of the relationship between the perspectives and products2/contributions of the cultures studied. Standards 2.2 Standard 2.2QIdentify and react to cultural perspectives and practices in the culture studied.ZRecognize and interpret language and behaviors that are appropriate to the target culture.EIdentify some commonlyheld generalizations about the culture studied.FIdentify social and geographic factors that affect cultural practices.DIdentify common words, phrases, and idioms that reflect the culture.Describe and analyze cultural characteristics and behaviors of everyday life. Identify differences in cultural practices among same-language cultures.JProduce language and behaviors that are appropriate to the target culture.EAnalyze some commonly held generalizations about the culture studied.EDiscuss social and geographic factors that affect cultural practices.IInterpret the cultural connotations of common words, phrases, and idioms.}Analyze the development of different cultural practices.Compare and contrast cultural practices among same-language cultures.bApply language and behaviors that are appropriate to the target culture in an authentic situation.FEvaluate some commonly held generalizations about the culture studied.DAnalyze social and geographic factors that affect cultural practicesUIntegrate culturally embedded words, phrases, and idioms into everyday communication. Standards 2.1Standard 2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.2.2.a2.2.b2.2.c2.2.d2.2.e2.2..bIdentify the relationship between cultural perspectives and products/contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/ contributions of the culture.4Identify the expressive forms of the target culture.;Identify objects, images and sym< bols of the target culture.2Recognize the contributions of the target culture.2.2.f6Identify the products of the target country/countries.Analyze the relationship between cultural perspectives and products/ contributions as represented in expressive forms of the culture studied; such as, art, literature, music, dance, etc.MDiscuss and analyze external factors which affect products and contributions.`Analyze the expressive forms of the target culture; such as, art, literature, music, dance, etc.;Explain objects, images, and symbols of the target culture.0Analyze the contributions of the target culture.vDescribe the target culture through its visual arts, architecture, literature, music, etc., using the target language.BAnalyze contributions of diverse groups within the target culture.aEvaluate the expressive forms of the target culture; such as, art, literature, music, dance, etc.XAnalyze the cultural significance of objects, images, and symbols of the target culture.EIdentify the economic/ social impact of products on the world market.CAssess the economic/ social impact of products on the world market. Standard 3.1Connections - Spanish IConnections - Spanish IIConnections - Spanish IVCulture - Spanish IVCulture - Spanish IIICulture - Spanish IICulture - Spanish I Standards 3.1Connections - Spanish III3.1.aStandard 3.1 Students reinforce and further their knowledge of other disciplines through foreign languages.ns of the cultures studied.kStandard 3.1 Students reinforce and further their knowledge of other disciplines through foreign languages.6Connect with Other Disciplines and Acquire Information3.1.bIdentify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.VIdentify, through foreign language resources, infomation for use in other disciplines.3.2.b|Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.aAnalyze the information gathered through foreign language resources for use in other disciplines.YLocate foreign language resources and synthesize information for use in other disciplinessApply, within an unfamiliar context, information and skills common to the language classroom and other disciplines.Standard 3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.3.2.aNExtract information from sources intended for native speakers of the language.JUse authentic sources to identify the perspectives of the target cultures.Z Analyze and apply information from sources intended for native speakers of the language.IUse authentic sources to analyze the perspectives of the target cultures.]Acquire and synthesize information from sources intended for native speakers of the language.LUse authentic sources to synthesize the perspectives of the target cultures. Standards 4.1Standard 4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language.7Develop Insight into the Nature of Language and Culture4.1.a4.1.b4.1.c4.1.d Standard 4.1bIdentify the sound patterns of the target language and compare them to the student s own language.gIdentify the structural patterns of the target language and compare them to the student s own language.:Identify the idiomatic expressions of the target language.%Identify connections among languages.JApply, within limited contexts, the sound patterns of the target language.OApply, within limited contexts, the structural patterns of the target language.aCompare and contrast idiomatic expressions of the target language and the student s own language.)Explain the changing nature of languages.KApply, in a variety of contexts, the sound patterns of the target language.{Use knowledge of structural patterns in both the target language and the student s own language to communicate effectively.HUse idiomatic expressions of the target language in the correct context.,Describe how languages influence each other. Standards 4.2Standard 4.2 Students recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. Standard 4.24.2.a4.2.b4.2.c4.2.dIdentify the similarities and differences between the target culture(s) and the student s own culture using evidence from authentic sources.oIdentify similar and different behavioral patterns between the target culture(s) and the student s own culture.QIdentify the contributions of the target culture(s) to the student s own culture.CIdentify expressive and utilitarian forms of the target culture(s).Analyze the similarities and differences between the target culture(s) and the student s own culture using evidence from authentic sources.{Compare and contrast similar and different behavioral patterns between the target culture(s) and the student s own culture._Identify the impact of the contributions of the target culture(s) on the student s own culture.rCompare and contrast expressive and utilitarian forms between the target culture(s) and the student s own culture.Explain the significance of the similarities and differences between the target culture(s) and the student s own culture using evidence from authentic sources.Use knowledge of similar and different behavioral patterns to interact effectively in a variety of social contexts in the target culture(s) and the student s own culture. Analyze the impact of the contributions of the target culture(s) on the student s own culture. Identify the ways in which various cultures interact within the student s own community.Use utilitarian forms of the target culture(s) and the student s culture appropriately. Analyze how the patterns of interaction are reflected in the expressive forms of the target culture(s) and the student s own cultureComparisons - Spanish IComparisons - Spanish IIComparisons - Spanish IIIComparisons - Spanish IVCommunities - Spanish ICommunities - Spanish IICommunities - Spanish III<Communities - Spanish IVDParticipate in Multilingual Communities at Home and Around the World Standard 5.1 Standards 5.1hStandard 5.1 Students apply language skills and cultural knowledge within and beyond the school setting.5.1.a5.1.b5.1.ciIdentify the target language in the student s daily life. Share knowledge of target language with others.jIdentify the target language in the student s daily life. Share knowledge of target language with others.gLocate connections with the target culture through the use of technology, media, and authentic sources.ALocate resources in the community to research the target culture.GRespond to the target language encountered in the student s daily life.jEstablish connections with the target culture through the use of technology, media, and authentic sources.>Use resources in the community to research the target culture.EInteract appropriately in the target language in reallife situations.6 Maintain connections with the target culture through the use of technology, media, and authentic sources. Analyze the role of the United States in the world arena as viewed by other cultures using authentic sources. Analyze the interdependence that exists between the student s own culture and the world.,Collaborate with resources in the community.Each and everyday in class'Each chapter when vocabulary is startedAdelante at the end of each chapter, as well as within reading acyities scattered throughout each chapter of Realidades and Que Tal magazineSpeaking as such is done daily%Ch 1A, 3A-B, and with penpals lettersAdelanteAdelante at the end of each chapter, as well as within reading acyities scattered throughout each chapter of Realidades and Que Tal magazine, penpal letters are also read*Done each and every day in target languagedone in each days lesson plans$within each chapter at least 3 timespAdelante, Ahora magazine activities, embedded throughot chapter as advertisments and culture introduction piecesBRealidades, iTunesU, Internet Sources, Ahora Magazine subscriptionwithin each days' lesson plan;partrner activities completed within each days' lesson planCh 4 - Realidades 5completed once each week via chapter text if not moreAdelante of each chapterKOnce a week via chapter textbook audio listening activity ot YouTube video )Done within the chapter each class periodonce each chapterA minumum of once each week,Completed at least once per month to penpals&At least once each chapter in AdelanteCompleted at lest once dailyCh 2B, Ch 3A-B.Completed once each chapter - Chapter Projects Ch 4A, 4B, 6B$Completed at least 3 times each week!Completed at least once per month/Once per chapter, Adelante and Que Tal MagazineCompleted once each ChapterOnce each chapter3 x each week per chapterAt least once per chapter1Adelante and Ahora Magazine articles each chapter@Completed in various tenses each week on at least two occassions#Arena en la Mano (Fall), Ch 1A,Ch 3"Blogging weekly, Once each chapter Ch 3 and Ch 5Ch 3 and Ch 5, ch 7Shared each chapter+gestures are shared throughout each chapter$completed each chapter at least onceGgestures and regional accent differences shared throughout each chapterDB B,completed each chapter at least twice a week$Completed at least once each chapter*Completed at least once everyother chapter$Completed at least once per ChapterCh 4#Completed at least once per chapter*completed at least once everyother chapterCh 2, 3Ch 4A, Ch 5, Ch 6, Ch 9'South America, Central America Chapters%completed at least once every chapter+completed at least once every other chapterSpain and Mexico Chapters'Ch PE, Ch 1B, Mexico and Spain ChaptersEach and every dayOnce per chapterAt least 3 times per chapter-Pronunciation and partner speaking activities?At least twice per Chapter or when new vocaubalry is introducededuring discussion of technology vocabulary throughout the year, especially when blogging and Tweeting-Introduction of each chapter's new vocabularyCh 4B, Ch 5A-B, Ch 7A-BCh PE, Ch 3A-B done dailyAt least once per Chapter Done DailyDone at least once per ChapterAt least 3 times each weekCh 3A-BAt least twice times each weekCh 4B, Ch 6B, Ch 7A-B/Blogging and Tweeting completed twice each week Once each QtrDailyRealidades, Internet Sources'Realidades, eBackpack, Internet Sources(Realidades, eBackpack,, Internet Sources&Realidades,eBackpack, Internet Sources9Realidades, eBackpack, Internet Sources, Que Tal Magazine@Realidades, eBackpack, Internet Sources, Ahora Magazine articles9Realidades, eBackpack, Internet Sources, Arena en la mano1Realidades, eBackpack, Internet Sources, BloggingNWeather meaasurements, currency conversions, clothing and mileage measurements=art videos in L2, maps of subways,hiring information. 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ME > >G >O> > > > >N > >H >P> > >>>N > >I >Q> > >>>N > >J >R> > >>>N > > >S> > >>>N > > >T> > >>>O >$ > >U> > >>>B>>>>>>>>GFFFFFFFFB H(IJJJJJJB HNIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? ME > >G >V> >> > >N > >H >W> >> > >N > >I >X> > > >>D l000zrnrnnnn000zv\\\\\\000zvn ! " # $ % *@& @' :@( @) @* + , - . / 0  N > >J >Y > > > >  >!N !> !>M !>Z!> !>!> !> !>"N "> ">L ">["> ">"> "> ">#O #>$ #>K #>\#> #>#> #> #>$GFFFFFFFF%B %H6%IJJJJJJ&B &HN&IJJJJJJ'D 'KF'LLLLLLL(C (? (? (? (? (? (? (? (? )ME )> )>G )>c)> )>)> )>_ )>*N *> *>H *>b*> *>*> *>_*>+N +> +>I +>a+> +>+> +>_+>,N ,> ,>J ,>`,> ,>,> ,>_,>-N -> ->M ->_-> ->-> ->`->.N .> .>L .>^.> .> .> .>a.>/O />$ />K />]/> />!/> />_/>0GFFFFFFFF&X@nnnn000zvnnnnnn>-@ddFB///&&'')/ #%% ggD T8 (J:  dMbP?_*+% &ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ " >j >e> >%> >_>N > >k >f> >$> >_>N > >m >g> >"> >_>N > >n >h> >#> >b>N > >o >i> >&> >_> GFFFFFFFF B H% IJJJJJJ D Hl IJJJJJJ D K) LLLLLLL C ? ? ? ? ? ? ? ? M > >j >e> >'> >_ >N > >k >q> >(> >_>N > >m >g> >)> >_>N > >n >r> >*> >b>N > >o >i> >+> >_>B>>>>>>>>GFFFFFFFFB H(IJJJJJJB HlIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M > >j >p> >,> >_ >N > >k >q> >-> >_>N > >m >s> >.> >_>N > >n >r> >/> >c>N > >o >t> >0> >_>GFFFFFFFFB H6IJJJJJJD l000zrnnnn000zvnnnn000zvnnnn @! u@" v# $ % @&  @' G@ B Hl IJJJJJJ!D !KF!LLLLLLL"C "? "? "? "? "? "? "? "? #M #> #>j #>u#> #>1#> #>d #>$N $> $>k $>v$> $>2$> $>e$>%N %> %>m %>w%> %>3%> %>_%>&N &> &>n &>x&> &>3&> &>_&>'N '> '>o '>y'> '>4'> '>_'>00zvnnn>!@dd>:''' !!#'   ggD T8 *Tv"&  dMbP?_*+% !&ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ "z >| >> >7> >_>P >z > >> >7> >`>P >z >~ >> >7> >_>P >z > >> >7> >_>Q >z > >> ><> >_> B>>>>>>>> GFFFFFFFF B H IJJJJJJ D H{ IJJJJJJ D K) LLLLLLLC ? ? ? ? ? ? ? ? M >z >| >> >7> >_ >N >z > >> >7> >_ >:N >z >~ >> >7> >_ >;N >z > >> >7> >_ >;N >z > >> ><> >_ >;B>>>>>>>>GFFFFFFFFB>>>>>>>>B HIJJJJJJB H{IJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M >z >| >> >7> >_ >N >z > >> >8> >_ >9N >z >~ > >>> >_ >9N >z > > >>> >_ >9N >z > > >>> >_ >9D l000zrnnnn000zvrrrr000zvr`` ! @" @# H@$ v% & ' ( )  GFFFFFFFF!B !H!IJJJJJJ"B "H{"IJJJJJJ#D #KF#LLLLLLL$C $? $? $? $? $? $? $? $? %M %>z %>| %>%> %>5%> %>_ %>&N &>z &>} &>&> &>6&> &>_&>'N '>z '>~ '>'> '>7'> '>_'>(N (>z (> (>(> (>7(> (>_(>)N )>z )> )>)> )>7)> )>_)>000zvnnn>0@dd>:)))!!""##%)   ggD T8 +;"JN  dMbP?_*+% !&ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ "z > >> >H> >_>P >z > >> >G> >_>P >z > >> >F> >_>P >z > >> >I> > >Q >z > >> >G> >_> B >z > > > >H > >_ > GFFFFFFFF B H IJJJJJJ D H IJJJJJJ D K) LLLLLLLC ? ? ? ? ? ? ? ? M >z >| >> >D> >_ >N >z > >> >E> >_>N >z > >> >F> >_>N >z > >> >F> >_>N >z > >> >G> >_>B >z > >> >E> >_>GFFFFFFFFB HIJJJJJJB HIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M >z > >> >A> >_>N >z > >> >B> >_>N >z > >> >A> >_>N >z > >> >A> >_>N >z > >> >C> >_>N >z > >> >B> >_>D l000zrnnnnn000zvnnnnn000zrnnnn ! @" @# @$ ;% & ' ( ) *  GFFFFFFFF!B !H!IJJJJJJ"B "H"IJJJJJJ#D #KF#LLLLLLL$C $? $? $? $? $? $? $? $? %M %>z %> %>%> %>=%> %>_ %>&N &>z &> &>&> &>>&> &>_&>'N '>z '> '>'> '>>'> '>_'>(N (>z (> (>(> (>>(> (>_(>)N )>z )> )>y)> )>?)> )>_)> *>z *> *>*> *>@*> *>_*>000zvnnnn>$@dd>:***!!""##%)   ggD T8 dzn  dMbP?_*+%&ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ " > >> >J> >_>P > > >> >J> >_>GFFFFFFFFB HIJJJJJJD HIJJJJJJ D K) LLLLLLL C ? ? ? ? ? ? ? ? M > > > >>> > > P > > > >>> >  > GFFFFFFFFB HIJJJJJJB HIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M > > >> >K> >_>N > > >> >K> >_>GFFFFFFFFB HIJJJJJJD KFLLLLLLLC ? ? ? ? ? ? ? ? M > > >> >K >f >_ >N > > >> >K >g >_>: 000zrn000zd\000zrn00zzr>><:z  ggD T8 Z  dMbP?_*+%&ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ " > >> >.> >_>P > > >> >.> >_>GFFFFFFFFB HIJJJJJJD HIJJJJJJ D K) LLLLLLL C ? ? ? ? ? ? ? ? M > > > > >. > >_ > N > > > > >. > >_ > GFFFFFFFFB HIJJJJJJB HIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M > > >> >.> >_>N > > >> >.> >_>GFFFFFFFFB HIJJJJJJB HIJJJJJJD KFLLLLLLLC ? ? ? ? ? ? ? ? M > > >> >.> >_ >N > > >> >.> >_>: 000zrn000zvn000zrn000zv>@dd>:  ggD T8 #r  dMbP?_*+% &ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ " > >> >P> >_>P > > >> >P >>>P > > >> >R> >_>Q > > >> >P >>>GFFFFFFFF B H IJJJJJJ D H IJJJJJJ D K) LLLLLLL C ? ? ? ? ? ? ? ? M > > > > >P > >_ >N > > >> >P >>>N > > >> >Q> >_ >O > > >> >P >>>GFFFFFFFFB HIJJJJJJB HIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M > > >> > > >_>P > > >> >.> >_>P > > >> >.> >_>Q > > >> >O> >h>GFFFFFFFFB HIJJJJJJB HIJJJJJJD KFLLLLLLLC ? ? ? ? ? ? ? ? R > > >> >L >M >_ >Dj l000zr\n\000zv\r\000zrnnn000z @! "  S > > > > >L > >_ >!S !> !> !>!> !>L !>i !>_ !>"S "> "> ">"> ">N"> ">_"> (nv>@dd>:"""  "  ggD T8 #\.  dMbP?_*+% &ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRϵ@ xV˖6 g1nɶnҁHH"xɿ$iOˋ'8ڢ"k!)uU4;qQ{kzr59-*bJƵdM%EW wp 겖,Zc8[I\Щ[eω%7V˿ءxu|69H;h@R Ʊ2)6%=iZ+eCRզxlK"(n@Uw~~T  -^w̡E$Ž3l2=&Fh46ƕ><i=*ǸM4ƞcރ *;#ѩOBx+Dg!8wEɾg/{@?}yL2?C-\ l3cx <>?K9S\'Cgo$\+bTn{-^ç7]+aD`_lW'qH4RECwi-RՅw{gе|gT_IZU 1yQ " > >> >U> > >P > > >> >U >>>P > > >> >V> > >Q > > >> >U >>>GFFFFFFFF B H IJJJJJJ D H IJJJJJJ D K) LLLLLLL C ? ? ? ? ? ? ? ? M > > > > >U > > >P > > >> >U >>>P > > >> >T> > >Q > > >> >U >>>GFFFFFFFFB HIJJJJJJB HIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M > > >> >S> > >P > > >> >S >>>P > > >> >T> > >Q > > >> >S >>>GFFFFFFFFB HIJJJJJJB HIJJJJJJD KFLLLLLLLC ? ? ? ? ? ? ? ? R > > >> >S> >j >DB l000zr\n\000zv\r\000zr\n\000z 5@! @"  @ S > > > > >S > >_ >!S !> !> !>!> !>.!> !>_ !>"S "> "> ">"> ">S"> ">_"> (nr>@dd>:    "  ggD T8 .  dMbP?_*+%&ffffff?'ffffff?(?)?MHS_Lib_RICOH MP 3353 PCL 6  odXX10DRv/ xV˖6 g1nɶnҁHH"xɿ$iO' 8ڢ"k!)uU4;qQ{kzr5;-*bJƵdM%EW wp 겖,C.zԭ2ĒyP}g<:M4=D@N$?#rڣ6ntłq n+~OZኵwY%Ti&!<$n"h3gUE]_'%94h7Z[|!^$ЄƸRއZ+_#zo˳fHMKyͬ3k,{iT7slJE! y_JkזZz[F}̄p8I/e&{r0]Q I|'`М__XLc9&=x 3q;о($āy,IZt-[=#~巇cyHljg@`'`ğ\ ǀ/4;d\) nMȵ,6B"/e֖aMXj..+xK4REset > >> >Y> >^>P > > >> >Y >>>Q > > >> >X> >^>GFFFFFFFFB HIJJJJJJ D H IJJJJJJ D K) LLLLLLL C ? ? ? ? ? ? ? ? M > > > > >W > >^ > P > > > > >W >>>Q > > >> >Z> >^ >GFFFFFFFFB HIJJJJJJB HIJJJJJJD K5LLLLLLLC ? ? ? ? ? ? ? ? M > > > >>> >_>P > > >> >[ >>>Q > > > > >\> >_>GFFFFFFFFB HIJJJJJJB HIJJJJJJD KFLLLLLLLC ? ? ? ? ? ? ? ? R > > > > >]> >_ >S > > > > >k> >_>S > > > > >\> >` >B X000zr\n000zv\r000z`\n000zvn>@dd>:   ggD Oh+'0HP`x ESU 4Gillrenken.rebMicrosoft Macintosh Excel@/3@A@,cm1՜.+,0` PXh px ESU 4  SP 1.1SP 1.2Sp 1.3SP 2.1SP 2.2Sp 3.1Sp 3.2Sp 4.1Sp 4.2Sp 5.1'SP 1.1'!Print_Area  Worksheets  Named Ranges  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~    Root Entry Fz1WorkbookSummaryInformation(DocumentSummaryInformation8