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Senior English Curriculum Map: 2010-2011 School Year
English IV

* Note: “Sacred Book List” Addendum is at the end of this document
Quarter #1
August 23 to October 22

Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village?
Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. .

Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length.

Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum.
QUARTER #1 SpringBoard Curriculum Pacing Guide
August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of literature and id relationships among major genres * Analyze the literary devices unique to the literature and how they support and enhance theme and main ideaReading * The student will use pre reading strategies and background knowledge of subject/content area to make and confirm complex predictions * Determine main idea and essential messageWriting * Pre write by generating ideas from multiple sources * Make a plan for writing that addresses purpose, audience, controlling idea, etc. * Apply appropriate tools or strategies to evaluate and refine the draft * Write in a variety of expressive and reflective forms using narrative techniques, employing literary devices and sensory description.Vocabulary * Categorize key vocab and id salient features * Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices.Grammar * Edit for usage of spelling, prefixes, suffixes, knowledge of Greek/Latin words, etc. | SpringBoardUnit 1: 6 weeks 8/23 – 10/1SpringBoardBegin Unit 210/4/10 | Unit 1: Perception is EverythingActivities 1.1 – 1.13 Focus * Literary Analysis of fiction and nonfiction * Reading Comprehension * Main Idea * Summarize * Paraphrase * Vocabulary developmentActivities 1.14 – 1.19 Focus * Writing Applications * Creative writing * Literary devices in writing * Sensory description * Incorporate figurative languageAP/College Readiness Connections:The units in this level focus on refining the following important skills and knowledge areas for AP/College Readiness.Unit 1: * Analyzing and interpreting samples of good writing, identifying and explaining an author’s use of rhetorical strategies and techniques so that students may employ them in their writing. * Creating and sustaining arguments, interpretations, and reflection based on readings, research, and/or personal experience. * Moving effectively through the stages of the writing process with careful attention to inquiry, drafting, revising, editing, and review. | Embedded Assessment #1: “Creating a Photo Essay”Embedded Assessment #2:“Writing a Reflective Essay”SpringBoard Online End-of-Unit 1 Test: www.springboard.collegeboard.com * Student Portfolio Published Pieces * Formal Assessments * PH On-Line Assessments |
Quarter #2

Essential Questions: 1. How does applying a critical perspective affect an understanding of text? 2. How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?

Unit Goals 1. To enhance critical thinking by studying Feminist, Marxist, and Archetypal critical perspectives. 2. To apply multiple critical perspectives to drama, non-fiction, and non-print texts. 3. To engage in the writing process to generate a play script and an analytical response.

Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. .

Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length.

Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum.

QUARTER #2 SpringBoard Curriculum Pacing Guide
October 26 – January 14 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 2Literature * The student will select fiction materials to read to expand foundational knowledge necessary to connect topics and function as a fully literate member of a shared culture. * Create a complex, multi-genre response to the reading of 2+ literary works using multiple critical perspectives, figurative language, and analyzing an author’s development of time and sequence. * Analyze, interpret, and evaluate author’s use of descriptive language, figurative language, common idioms, and literary allusions and explain how they impact meaning on variety of texts * Explain how ideas, values, and themes of a literary work reflect the historical period in which it was written.Reading * Analyze author’s purpose/perspective in variety of textsWriting * Pre write using organizational strategies and tools * Draft by analyzing lang. techniques of authors to establish a personal style * Prepare writing using technology in a format appropriate to the purposeVocabulary * Relate new vocabulary to familiar words * Identify and understand meaning of advanced prefixes, suffixes, and root wordsGrammar * Edit for correct usage | SpringBoardUnit 2 (continued):10/26 – 1/14 | Unit 2: The Collective PerspectiveActivities 2.1 – 2.15 Focus: * Literary Analysis – fiction and nonfiction * Reading comprehension * Vocabulary development * Communication * Writing Process: editing for language conventions * Writing - InformativeActivities 2.16 – 2.25 Focus: * Writing Process: Revising * Writing – Persuasive * Reading – Vocabulary development * Pre write/draft/edit/publish * Literary analysis – fictionAP/College Readiness Connections:The units in this level focus on refining the following important skills and knowledge areas for AP/College Readiness.Unit 2: * Analyzing a variety of texts to deepen knowledge of the ways writers use language to provide meaning and convey pleasure for the reader. * Analyzing structure, style, and themes, as well as smaller elements such as figurative language, imagery, symbolism, tone and characterization in literature. * Analyzing representative literary works from various genres, periods, perspectives, and cultures. * Writing to interpret, evaluate, and negotiate differing critical perspectives in literature. * Moving effectively through the stages of the writing process with careful attention to revising and evaluating stylistic techniques that illustrate sophisticated writing skills. | Embedded Assessment #1:“Illuminating Pygmalion”Embedded Assessment #2:“Applying a Critical Perspective”SpringBoard Online End-of-Unit 1 Test: www.springboard.collegeboard.com * Student Portfolio Published Pieces * Formal Assessments * PH On-Line AssessmentsTeacher Observations |
Quarter #3

Essential Questions: 1. How can a dramatic performance reflect a critical perspective? 2. What role does literature play in the examination of recurring societal issues?

Unit Goals 1. To interpret multiple representations of a Shakespearean tragedy. 2. To examine critical perspectives as they apply to drama. 3. To plan and perform dramatic interpretations of selected scenes. 4. To analyze the ways in which historical contexts have influenced performances of the play.

Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. .

Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length.

Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum.

QUARTER #3 SpringBoard Curriculum Pacing Guide
January 18 – March 18 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 3Literature * The student will create a complex, multi-genre response to the reading of 2+ literary works using multiple critical perspectives. * Analyze and evaluate information from ext features * Organize information to show understanding or relationships among events * Identify and analyze the characteristics of a variety of types of text.Reading * The student will analyze a variety of text structures and text featuresMedia Literacy * Explain how text features aid reader’s understanding * Organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources.Writing * The student will draft writing by developing ideas from a plan using primary and secondary sources * Write informational/expository essays that speculate on causes and effects of a situationVocabulary * Identify and understand the meaning of conceptually advanced prefixes, suffixes, and root wordsGrammar * Edit for correct use of grammar * Edit for correct use of sentence structure | SpringBoard Unit 31/18 - 3/18 | Unit 3: Evolving PerspectivesActivities 3.1 – 3.10 Focus: * Literary Analysis – Nonfiction * Reading Comprehension * Expository text * Information and Media Literacy * Informational Text/Research Process * Vocabulary Development * Writing- Informative * Writing – draft/revise/editActivities 3.11 – 3.20 Focus: * Literary Analysis – Nonfiction * Reading Comprehension * Information and Media literacy * Informational text/ Research process/ Technology * Writing Process – drafting * Writing – Informative * Editing for Language conventionsAP/College Readiness Connections:The units in this level focus on refining the following important skills and knowledge areas for AP/College Readiness.Unit 3: * Grounding interpretation of a text in its historical and social setting. * Comparing and evaluating artistic interpretations of a text. * Writing analytical and argumentative pieces based on print and visual texts. * Writing a well-organized, cohesive piece under time constraints. | Embedded Assessment #1:“Writing an Analysis”Embedded Assessment #2:“Staging an Interpretation”SpringBoard Online End-of-Unit 1 Test: www.springboard.collegeboard.com * Student Portfolio Published Pieces * Formal Assessments * PH On-Line AssessmentsTeacher Observations |

Quarter #4

Teacher choice of delivering Unit 4 or Unit 5:

Unit 4 - Multiple Perspectives | Unit 5 - Creating Perspectives | Essential Questions: 1. How can an examination of texts through multiple perspectives affect understanding? 2. How do media production elements shape a message? | Essential Questions: 1. How do media sources impact our understanding of the truth and significance of an issue? 2. How can media texts be constructed to support an agenda or interpretation? |

Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. .

Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length.

Research Project - Quarter 4 is devoted to completion of the Laureate Research Project as the main writing component.

Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum.

QUARTER #4 SpringBoard Curriculum Pacing Guide
March 29 – June 10 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 4Literature * The student will analyze, compare, evaluate, and interpret poetry for the effects of literary devices, graphics, structure, and theme to convey mood, meaning, and aesthetic qualities. * Analyze and discuss characteristics of subgenresReading * Analyze author’s purpose/perspective in variety of texts * Determine main idea or essential message Writing * Draft writing by developing ideas from prewriting plan using primary and secondary sources * Draft writing y establishing logical organizational patterns with supporting details * Revise by creating clarity and logic by maintaining central theme, idea, or unifying point. * Write a final product for publicationVocabulary * Context clues * Multiple meanings in contextGrammar * Edit writings for correct use of spelling, orthographic patterns, generalizations, root words, etc.SpringBoard Unit 5Literature * The student will analyze and compare a variety of traditional, classical, and contemporary literary works. * Analyze the way in which theme or meaning represents a view or comment of life * Student selects a variety of age and ability appropriate fiction materials to read based on knowledge of authors styles, themes and genres to expand core foundation of knowledge.Reading * Analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selectionsMedia Literacy * Select and use appropriate technology to enhance communicationCommunication * Demonstrate effective listening skills and behaviors * Apply oral communication skills in interviews, formal presentations, and impromptu situations. | SpringBoard Choice:Either Unit 4 or Unit 53/29 – 6/10 | Unit 4: Multiple PerspectivesActivities 4.1 – 4.15AP/College Readiness Connections:The units in this level focus on refining the following important skills and knowledge areas for AP/College Readiness.Unit 4: * Developing 21st century literacies, both in texts studied and in texts created. * Emphasizing close textual reading and analysis through a variety of critical perspectives. * Collaborating on student-led teams for an extended amount of time. * Developing independence in terms of text and product selection. Unit 5: Creating PerspectivesActivities 5.1 – 5.13Unit 5: * Developing 21st century literacies, both in texts studied and in texts created. * Conducting analyses based on close reading through a variety of critical perspectives. * Collaborating on student-led teams for an extended amount of time. * Selecting texts and products demonstrating growth and performance independently. | Embedded Assessment #1Either Unit 4 or 5Embedded Assessment #2Either Unit 4 or 5SpringBoard Online End-of-Unit 1 Test: www.springboard.collegeboard.com * Student Portfolio Published Pieces * Formal Assessments * PH On-Line Assessments * Laureate Research Paper * District Final Exam |

Addendum
Sacred Book List

Lists were compiled from: 1. Collier County Public School Current “Sacred Book” list 2. Sunshine State Young Readers’ Novels 3. Sunshine State: Florida Teen Reads 4. Reader’s Journey Novels 5. SpringBoard Suggested Novels 6. Prentice Hall Literature Suggested Novels 7. Janet Allen Suggested Novels 8. College Board Top 100 Novel List 9. Advanced Placement Recommendations: * High School Teacher Syllabi * College Board A.P. Literature Suggestions * College Board A.P. Language Suggestions * Novels from A.P. Free Response Questions

High School Reading List | | | | | | 9 | 10 | 11 | 12 | | | | * Romeo and Juliet | *Things Fall Apart | *Into the Wild | *Pygmalian | | | | * To Kill a Mockingbird | ~ Phineas Gage | *Their Eyes are Watching God | *Othello | | | | * Slam | ~ Among the Hidden | * The Crucible | * Poisonwood Bible | | | | * Speak | ~ Devil's Arithmetic | ^ The Awakening | Brave New World | | | | * Star Girl | ~ Birmingham, 1963 | ^ Catcher in the Rye | Crime and Punishment | | | | * Monster | ~ The Girls' Life Guide to Growing Up | ^ Ethan Frome | Cry, the Beloved Country | | | | ~ The Great Fire | ~ Horrible Science: Disgusting Digestion | ^ I Know Why the Caged Bird Sings | Cyrano de Bergerac | | | | ~ No More Dead Frogs | ~ Oh Yikes! History's Grossest, Wackiest, Moments | ^ The Scarlett Letter | Death and the King's Horseman | | | | ~ The Skin I'm In | ~ Snowbound: The Tragic Story of the Donner Party | ! Daisy Miller | Death of a Salesman | | | | ~ Are We Alone?: Scientists Search for Life in Space | ~ Tales of the Cryptids: Mysterious Creatures That May or May Not Exist | ! Billy Budd | Hamlet | | | | ~ Cold Light: Creatures, Discoveries, and Inventions That Glow | ~ Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America | ! The Great Gatsby | Heart of Darkness | | | | ~ Curse of the Pharaohs: My Adventures with Mummies | Alas, Babylon | ~ Getting Away with Murder: The True Story of the Emmett Till Case | The Importance of Being Earnest | | | | ~ The Down-to Earth Guide to Global Warming | All Quiet on the Western Front | ~ Bronx Masquerade | Lysisrata | | | | ~ Journeys for Freedom: A New Look at America's Story | Antigone | ~ Finn: A Novel | MacBeth | | | | ~ Oh Yuck!: The Encyclopedia of Everything Nasty | Farewell to Manzanar | ~ Dear Miss Breed: True Stories of the Japanese Incarceration of World War II and a Librarian Who Made a Difference | Madame Bovary | | | | ~ Out of Darkness: The Story of Louis Braille | Grendel | ~ From Bone Shakers to Choppers: The Rip-Roaring History of Motorcycles | Much Ado About Nothing | | | | ~ We Are One: The Story of Bayard Rustin | The Illiad | ~ Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine | 1984 | | | | ~ Mick Harte Was Here | Julius Caesar | ~ Let Me Play: The Story of Title IX: The Law that Changed the Future of Girls in America | One Hundred Years of Solitude | | | | ~ Nightjohn | Kitchen God's Wife | ~ Mental Floss Presents Condensed Knowledge: A Deliciously Irreverent Guide to Feeling Smart Again | Portrait of the Artist as a Young Man | | | | ~ Scorpions | Midsummer's Night Dream | ~ Tough Boy Sonatas | The Stranger | | | | ~ Who Put That Hair on My Toothbrush | Medea | ~ Tupac Shakur (Just the Facts Biographies | A Tale of Two Cities | | | | Adventures of Huckleberry Finn | Night | ~ Is and Them: A History of Intolerance in America | Tess of the D'Urbervilles | | | | Alice in Wonderland | Power of One | The Bluest Eye | Waiting for Godot | | | | Animal Farm | River Ran Out of Eden | Cannery Row | Woman Warrior | | | | ^ Great Expectations | | The Children's Story | Rosenkrantz and Guildenstern are dead | | | | Lord of the Flies | Siddartha | Fahrenheit 451 | Beowulf | | | | The Odyssey | | Glass Menagerie | | | | | Of Mice and Men | ^ Hiroshima | Grapes of Wrath | | | | | Old Man and the Sea | ^Gilgamesh | Inherit the Wind | | | | | ^ A Separate Piece | Sir Gawain and the Green Knight | Night Thoreau Spent in Jail | | | | | Roll of Thunder, Hear My Cry | ^ A Doll’s House | Old Man and the Sea | | | | | Walkabout | ^ Oedipus Rex | Ordinary People | | | | | Fallen Angels | | Our Town | | | | | | | Raisin in the Sun | | | | | | | Red Badge of Courage | | | | | | | ! Beloved | | | | |

KEY | | | | * Required Reading - Springboard | | | | * Supplemental - Springboard | | | | ~ Janet Allen | | | | ^ Advanced | | | | ! AP | | | | (No notation) Existing Supplemental Reading List | | | |

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Diversity of Waffle House

...Tim Emmert Introduction to Sociology 201612 (10709) Shirley Siegel September 20, 2015 Waffle House has been around for many years. I consider it to be quite a sub culture of its own. They have a unique uniform, their very own language to get orders across. The environment is inviting, open and friendly. The jukebox even has its own Waffle House songs. The experience is very personal every time. After a few trips you instantly start to notice some of the norms around this great little secret society. The uniforms you see when you walk in waffle house are very old style diner like. From the blue striped shirt to the black scarf around the neck. The uniforms at waffle house say happy to be me. Big bright smiley face yellow name tags. Ladies with the black bandana around there hair says old style service with a smile. They certainly have a unique style of their very own. Even the language inside the waffle house is unique and fun. From the time you step in the door with a great big smile they all yell “Hey welcome to Waffle House”. The best part is when you place your order. They could easily say put onions, cheese and ham on the hash browns but that wouldn’t be unique or fun would it? Instead when you ask for these items you will hear scattered, smothered, covered and chunked. Instead of make the round hash browns they yell “one in the ring”. There are many things that after visiting my waffle house for a while you notice as norms. In the morning here there are......

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Why Do We Love It's a Wonderful Life?

...Why Do We Love It’s a Wonderful Life? Fantasy is defined as anything that has no solid foundation in reality. Elements of fantasy are used in It’s a Wonderful Life to convey themes and create an interesting structure which amplifies these themes, ultimately winning the hearts of the American people. The genre of fantasy allows you to escape reality and lets your imagination ignite a world in which you have not seen before. In the film there are elements such as a parallel world, flashbacks, an overall fight of good versus evil, control the playback of reality, guardian angels, an attempt to complete a goal, and later an effort to ‘save a community’. In It’s a Wonderful Life director Frank Capra illustrates many elements of fantasy, in which is pulls you into a new world, constructed by imagination. The opening credits, which are illustrated on a story book, are where the ‘fairy-tale’ and fantasy mixture begins. As the first scene opens the town sign is covered in snow, as well as the ground, indicting a Wintery Wonderland, as the camera scans to the town of Bedford Falls. Capra demonstrates the typical small town, the snow covered ground, lights stung in the trees lining the sidewalks, and specialty shops. Even though it looks and seems completely normal you will still have the feeling of an imaginary or fantasy land. The film begins in the present time; the year is 1945 on Christmas Eve. Voiceovers occur, praying for George Bailey. After hearing such prayers,...

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Crisis in the Movie "It's a Wonderful Life"

...1. Identify precipitating event(s). (10 pts.) George Bailey’s life has been one existential crisis after another as he was inwardly challenged about his purpose in life and what he wanted for his own life. Through the death of his father he is left with two major dilemmas, taking over his father’s business so that the townspeople would not have to live under Potter, a slumlord/banker’s oppression. The second dilemma was sending his brother off to college instead of himself. The third dilemma was deciding to marry, thus giving up his dreams forever of college and travelling the world. And his fourth, letting his brother off the hook for taking over the family lending business when he returned from college married, and with the potential of job provided by his new wife’s father. George’s crises are also developmental in his giving up his youthful dreams of travelling the world and replacing it with marriage at the sage advice of his mother where she states” Mary has all the answers.” Crisis can culminate over time as they did for George. George is now facing a situational crisis that leads him towards suicide. George has always done right by everyone putting others needs before his own. When the slumlord/banker Potter steals $8000 from George’s business by stealing the deposit George’s mentally slow uncle was making. George turns to Potter begging him for a loan; Potter turns him down and calls the police on George. George takes the blame, faces jail time, becomes......

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Sa Aking Kababata

...Sa Kabataang Pilipino Itaas ang iyong noong aliwalasngayon, Kabataan ng aking pangarap!ang aking talino na tanging liwanagay pagitawin mo, Pag-asa ng Bukas!Ikaw ay lumitaw, O Katalinuhanmagitang na diwang puno sa isipanmga puso nami'y sa iyo'y naghihintayat dalhin mo roon sa kaitaasan.Bumaba kang taglay ang kagiliw-giliwna mga silahis ng agham at siningmga Kabataan, hayo na't lagutinang gapos ng iyong diwa at damdamin.Masdan ang putong na lubhang makinangsa gitna ng dilim ay matitiganmaalam na kamay, may dakilang alaysa nagdurusa mong bayang minamahal.Ikaw na may bagwis ng pakpak na naiskagyat na lumipad sa tuktok ng langit paghanapin mo ang malambing na tinigdoon sa Olimpo'y pawang nagsisikap.Ikaw na ang himig ay lalong mairogTulad ni Pilomel na sa luha'y gamotat mabisang lunas sa dusa't himuntok ng puso at diwang sakbibi ng lungkotIkaw, na ang diwa'y makapangyarihanmatigas na bato'y mabibigyang-buhaymapagbabago mo alaalang taglaysa iyo'y nagiging walang kamatayan.Ikaw, na may diwang inibig ni Apelessa wika inamo ni Pebong kay rikitsa isang kaputol na lonang maliitginuhit ang ganda at kulay ng langit.Humayo ka ngayon, papagningasin moang alab ng iyong isip at talinomaganda mong ngala'y ikalat sa mundoat ipagsigawan ang dangal ng tao.Araw na dakila ng ligaya't galak magsaya ka ngayon, mutyang Pilipinas purihin ang bayang sa iyo'y lumingapat siyang nag-akay sa mabuting palad. Reaction Paper on ' Sa Kabataang Pilipino'When I read the poem ' Sa Kabataang Pilipino' I......

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How to Stop Customers from Fixating on Price

...In a price competitive mature market the logic behind willful overpricing seems counterintuitive. At the same time, I can well remember that our primary pricing strategy at the funeral home I managed was to be $100 higher than anyone else. This “strategy” is one I have often encountered as well as its evil twin: being $100 lower than anyone else. According to research, customers don’t automatically dismiss the higher price model. Instead, a higher price often seems to motivate them to take a closer look. That closer look could (and should) reveal information they care about that works in your favor. (it bears repeating here that the point of all these strategies is to get consumers focused on value over price) Some of the things I can think of are quality (“your mother never leaves our care”) or reputation, or an unconditional guarantee, etc. In one experiment products were priced at an 80% premium. Subjects were able to recall twice as much product information than the comparison products; this enabled them to cite more arguments in favor of buying the products. “The overpricing also evoked a more passionate response to the products which led to a willingness to pay much more than was originally intended. By contrast, people who were exposed to a premium close to their expectations (10%) or one that was outlandishly high (190%) simply acted according to their pretested inclination…” THIS IS IMPORTANT because most funeral homes in price competitive markets are......

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