can someone tell me a story dat illustrates the sayin 'a stitch in time saves nine" pls i need it asap
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Jennie was late for school.  She noticed her bag had a small hole in it but decided she didn't have time to fix it.  On the way to school the bag broke, every thing fell out she spent ages picking everything up and trying to fix her bag.  She wishes she had spent two minutes mending the bag at the start.
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Try sparknotes:\n\nhttp://www.sparknotes.com/lit/sevengables/
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You should not make up a book!\nYour teacher would find out anyways...\ngo to www.sparknotes.com and pick a book
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Try www.sparknotes.com. You might already know it as its popular. If not then it might help.
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Here's the pattern:\nhttp://knitty.com/ISSUEfall05/PATTbits.html
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connect the dots games. They make puzzle books. Try a newstand.
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try this link:http://www.kxtv.com/storyfull.asp?id=11602
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A cute story about a cat:\nMy friend Milan found a homeless kitten. When Milan found her he gave the kitten a stuffed lion (teady bear). The kitten essentially grew up with the lion. Now everytime the cat goes out to play, he takes the lion and puts it face down in his food dish. As if he's feeding the lion!! It's so cute!
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the book "the cay" was used in a lit circle reading for 8th grade. In the Cay he goes through a big transformation so a really cool project to show that is this:\n\n1. At the begining of the book have all the kids draw a collage representing one of the 2 main characters.\n\n2. At the end of the book have them do the same thing but since the characters have changed the symbols will be different.\n\n3. Have them write a paragraph on how the character has changed and how that's represented in the collage.\n\n   This will illustrate change for them and is a lot of fun to do. Hope you like this idea.
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I found the idea of this story quite intriguing and I have tried hard to find it but I can't think of any other way to search for it.  What is the "7407 course"?  Do  you have any way of contacting someone who has done it or who teaches it?  I think that's what I would try.\n\nI've included a few sites that you have probably already seen about misinterpreting gestures, but maybe they will be of some help.
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Here's some for ya:\n\n  A couple just got a new house. The husband turned to his wife and ask her to go to the hardware store and get a door hinge for him. She kindly agreed and left. \nWhen she got to the hardware store, got the hinge, and put it on the counter in fornt of the clerk. He noticed that she didn't have any screws for it, so he asked her ''Do you want a screw for that hinge?'' \n\nShe looked back at him and said ''No, but I'll blow you for that toaster in the window.''\n \n\n  One day a teacher went into her class room and saw the word, “penis” written in small letters on the chalkboard. She erased it and went on with the day's lesson. The next day, she came in and saw the same word on the chalkbaord, but a little bit bigger. She erased it and went on with her lesson.\nEach of the next several days, the teacher would come in to find “penis” on the board, a little larger each time. She went in one morning, expecting to dinf it again, but instead the chalkboard read: “The more you rub it, the bigger it gets.” \n\nCheer's
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Ruptured appendix\nthe story can be read at:\nhttp://www.npr.org/templates/story/story.php?storyId=1485266
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How about a story about how Peaceful Pink Pixies travel to all the war torn countries, poverty stricken places and fix the world and the state it's in all in the name of PEACE.\n\nPeace out!!\nxxx
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Read "Brainwave" by Poul Anderson. That is the basis of the story.
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this sight has saved my grade countless times:\n\nwww.sparknotes.com
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There are a couple at ninjastories.com.  See the link below.  There are a few cool historical short stories at the second link.
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OK, I'll give this a stab. Once upon a time, I taught upper elementary school in a inner city that is now far, far away. A report on NPR's marketplace inspired me to put together a unit on toys. \n\nI began by reading the short story "The Lesson" by Tony Cade Bambara aloud to the students. In the story, a "nappy-headed woman" with too much education and no makeup takes a group of kids from Harlem to the toy store FAO Schwartz in Manhattan. By doing this, she shows them that there's a world outside their Harlem neighborhood, and in this world, they don't have much power or money. The narrator--one of the Harlem kids--is angry, really angry at the woman who taught her this lesson.\n\n"You know," said one of my former students about a year later, "We hated you just like those kids in the story hated that woman."\n\n"I know," I said. By then I had learned that if you tell kids they are any kind of disadvantaged, even if you do so by telling them you grew up disadvantaged, too, they will hate you for it. \n\nBut I wasn't done with the unit. I had discussion questions for them to write about, and one of them was "Who are the people who buy the toys at FAO Schwartz?" The kids' answers were mostly some variation of "rich people".\n\nNext up, I had them go home and look at the "Made in" tags on three of their own toys, or those of a sibling, neighbor, or cousin if they were "too old" for toys. Actually, this was also a way out for kids who couldn't afford to own three toys.\n\nThe next day we compiled the results of our survey. I did that because I had two different figures for the percentage of toys made in China, and I wanted them to participate in gathering our own data: primary research. Some of the kids had obviously not done their research, but I included their made up answers (like "Made in Africa") anyway. Our results showed a percentage in between the two percentages I had from my research. In all three cases, we had figures that showed more than half the toys sampled were made in China.\n\nNext, I prepared them for an article I'd adapted from the newspaper by bringing in maps and coffee table books about China. I showed them, for example, terraces on the sides of mountains and a photograph of people in western Sichuan province with 100 pound tubs of manure on their backs, preparing to hike five miles into the mountains to lay manure on their fields.\n\nAt this point, I always asked the small group I was showing this particular photograph a question. Given a choice, would they rather come to school, read some stories, do some science, work some math problems, have recess, lunch, and maybe computer class, or would they rather hike five miles into the mountains with a hundred-pound tub of manure on their backs?\n\nWell, most of them would rather come to school. But there was always one or two who would say, "Give me the tub of manure."  These are your "kinesthetic learners", the kids who learn best by moving. In one case the kid was also a student with a high naturalistic intelligence (who happened to be born into a family with no interest in nature) and a truancy problem. I often think of that kid, and how happy he would be if he lived where I live now. \n\nAs a general rule, kinesthetic learners are more likely to be put in special ed, to drop out of school, and to end up in jail. They are the group of students that we as educators fail the most. And by fail, I mean we don't do right by them.\n\nAnyway, in the next part of the lesson, my students were to read an article I'd adapted from The Washington Post. The article told the story of a teenager who had travelled from western Sichuan province to the Special Economic Zone of Shenzhen, outside Hong Kong. \n\nIt explained how she'd gotten a job in a toy factory as a sort of human conveyor belt, moving partially manuf