Stranger Than Fiction-An Urban Tale

In this fiery book, the members of one small town must face a an ever-growing string of arsons that would forever change the community.

Old in Art School by Nell Painter. After spending years teaching at Princeton University, Nell Painter shocked everyone around her by spending her retirement in school. A Higher Loyalty by James Comey.

10 Stranger-Than-Fiction Books to Devour This Summer

From the Hillary Clinton email investigation to prosecuting the Mafia, this memoir covers the many shocking cases Comey encountered while in the FBI. Edith Stuyvesant Dresser never expected that her marriage into the Vanderbilt family would lead to her ownership of the largest home in the United States.

A Memoir by Porochista Khakpour. While learning to cope with late-stage Lyme disease, Porochista Khakpour tries to untangle what was making her sick for years. Having learned how to better fight the disease, the author gets candid about the impact her sickness has had on her life and the future ahead of her in this debut memoir. You seem to be logged out. Refresh your page, login and try again. Sorry, comments are currently closed. You are posting comments too quickly. Leave A Comment Uh-oh!

Stranger than Fiction: Urban Myths (Book)

Don't have an account? An email has been sent to you. The enormous success of Stranger than Fiction: In the end, the important thing is that the individual reader can decide if the urban myths appeal to him or her — and whether or not he or she will pass the stories along to someone else. Discussion activities Chapter 1 Before reading 1 Pair work: Put students into pairs and ask them to look at the cover of Stranger than Fiction: Get them to write down the people, animals and things that they can see on the cover of the book. When they have finished, some of the pairs should read out their list to the rest of the class.

Then write the following combinations of letters on the board — they are anagrams of the people, animals and things that can be seen on the cover of the book.

Stranger Than Fiction

Finally, ask students to spell the words correctly. Put students into pairs and have them look up the word myth in a dictionary. Then get them to think of as many examples of myths as they can. When they have finished, some of the pairs should stand at the front of the classroom and describe the myths to the rest of the class. What do you think the title means?

Why do you think this? What do you think the chapter will be about? After reading 4 Discuss: Write these questions on the board and get students to discuss them in small groups. When they have finished, some of the groups should stand at the front of the class and share their answers with the rest of the class. Get students to look at the picture on page What is Mr Taylor doing in the picture? How do you think he is feeling?

What do you think he is thinking about? How do you think the other men are feeling? What do you think they are thinking about? Chapter 2 Before reading 6 Discuss: Ask students to think about why Chapter 1 is called Accidents. What is an accident?

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• Willow Finds a Way.

Who do you think has accidents in Chapter 2? After reading 7 Artwork: Get students to draw a picture of the Empire State Building. When they have finished, they should stand at the front of the classroom and show their picture to the rest of the class. Put students into pairs. Student A is a newspaper reporter and Student B is a person who has witnessed the five stories in Chapter 2. The reporter should ask the witness questions about the stories and the witness should answer them as completely as possible.

When they have finished, some of the pairs should role play their conversation in front of the class. Urban Myths 9 Artwork: Put students into pairs and get them to draw a picture to describe one of the stories in Chapter 2. When they have finished, the pairs should stand at the front of the classroom and describe their picture to the rest of the class. The class guess which story the picture illustrates.

Put students into pairs and get them to rename the five stories in Chapter 2. They should choose a suitable word, phrase or sentence from each story as the new title for the story. When they have finished, the pairs should stand at the front of the classroom and explain why they chose each of the words, phrases or sentences. Chapter 3 Before reading 11 Discuss: Ask students to think about why Chapter 3 is called Doing Wrong. Who do you think is doing wrong in the chapter? Write the following combinations of letters on the board — they are anagrams of words that can be found in Chapter 3.

Get students to spell the words correctly.

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When they have finished, some of the students should stand at the front of the class and read the words to their classmates. After reading 13 Discuss: What are Jenny and Robert doing in the picture?

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How do you think they are feeling? What is the tall man doing in the picture? What is the dog doing in the picture?