17 Things I'm Not Allowed To Do Anymore
Materials

The Hardest Word: A Yom Kippur Story by Jacqueline Jules Illustrated by Katherine Janus Kahn
17 Things I’m Not Allowed To Do Anymore by Jenny Offill Illustrated by Nancy Carpenter
Two 5x8 Index Cards per student
Student Writers Notebooks
Two Large Display Poster (lined or unlined, to record student responses)

Book Binding Materials— great ideas here

(optional) Writing Workshop Tips for Teachers 

Before:
 Prior to this lesson, students will already have learned about the importance of Rosh Hashanah, the Jewish New Year. Ten days later is the Day of Atonement (Yom Kippur), during which we acknowledge what we have done that may have hurt others, look for ways to apologize and ask for forgiveness, and determine ways that we can do better. During Yom Kippur, we ask for T’shuvah for our wrong doings over the course of the year. As a group, create a class list of some of the wrong doings that we may want to ask forgiveness for.

To introduce the lesson, involve students in a “Think, Pair, Share” strategy to discuss the following questions (displayed on the board):

- Why is it important to ask for forgiveness?
- What types of things do we need to ask forgiveness for?

Ask students to independently think about and write (or illustrate-as age appropriate) their responses to the above questions on index card.

When they have completed this, involve students in a “pair “discussion with a partner. It should be stressed that there is no right/wrong answer, and that creativity is encouraged.

Finally, have students volunteer to share one or two of their favorite responses that emerged from their conversation with partners. Collect their ideas on a large display poster/Smartboard/whiteboard.
When all students who want to share their responses have had an opportunity, refer to the class list and discuss similarities and differences between student responses as appropriate.


During:

Day 1 (45 min- 1 hour)
Guide students through their reading of the books listed below; each one incorporates forgiveness as a main idea (see literature connections at the bottom of this page for additional ideas).
--The Hardest Word: A Yom Kippur Story by Jacqueline Jules -Illustrated by Katherine Janus Kahn
--17 Things I’m Not Allowed to Do Anymore by Jenny Offill- Illustrated by Nancy Carpenter

As students listen to the stories, encourage them to reflect on the following questions:
--In what ways do these stories remind you of something that happened in your life?
--Do the stories remind you of something that may have happened in your life that you regret?
--Do the stories remind of you something you may have done for which you need to ask forgiveness?
--At this point in time, what can you do to make up for doing something you are sorry for doing/or not doing?

Refer to class list on T’shuvah and ask students if their thoughts have changed, and if they can begin to reflect inwards to themselves and begin to think about times when it would be necessary to ask for forgiveness. An important aspect of T’shuvah is that we look inwards into ourselves over the course of the year and seek forgiveness for the wrong doings that we may have committed. During this time, we are granted the opportunity to seek forgiveness and begin the year with a clean slate. This forgiveness is our connection with G-d to purify our souls and begin the year anew.

After guided reading, model the importance of asking for forgiveness by incorporating your own transgressions (elementary appropriate) and share that everyone, even a teacher, has done something for which he/she would like the opportunity to ask for forgiveness.
Students will use their writing journals (preferably), or a blank sheet of paper, and come up with a list of 17 things that they are sorry for and are asking forgiveness for. These lists can be abstract, and again, there are no right or wrong responses. There is no time frame to when these transgressions may have happened, and students can focus on large events, or very small events. The importance of T’shuvah is that we need to ask G-d for forgiveness. (Note: (Younger students may be asked to write or simply illustrate a fewer number).

[Note: Activities for Day 2 and Day 3 are more appropriate for your older students]

Day 2 (35- 55 minutes) Ask students to revisit their list of things for which they are asking forgiveness. Ask them to choose one item that speaks to them the most and write a draft describing the transgression and setting the scene of what happened using support details. It is important to allow student choice in determining a topic about which they feel strongly.

Students can be guided to pick a moment that they can vividly recall. The teacher can prompt the students by reminding them that they should pick something that they can picture clearly and remember well. This strong connection to this moment in their life will allow the student to have more imagery of the situation and will be able to add support details. Students should add support details that set the stage and describe the events that they are sorry for. Example “I yelled at my sister--, students should add details about why they were fighting with their sibling, and where the argument might have taken place.) Help students develop and plan their ideas and keep them on task.

For example:

--to help them elaborate and transition in terms of time, remind them to use transition words that move them from what happened the moment it started, to what happened next, what finally happened and what they realized.
--to help learn from mistakes, remind them to explain what happened in terms of the consequences, and what they ultimately realized.

Day 3-5 (35- 55 minutes)
Students will continue with their drafts and confer with teacher during the editing and revision process. Students should have prior knowledge of the Writers Workshop process so that they understand how to bring a piece from a pre-write to a published draft. Students should confer with teacher to focus on adding support details to their writing. With teacher suggestions, students should return to their writing for revision.
For their final publication, students will type final draft based on revisions and edits made by teacher conference. Student pieces can be put on display

After: 17 Things I Am Sorry For

Use the book, 17 Things I’m Not Allowed to Do Anymore, as a model for students’ own picture books.

Each student will create their own book, but rather than being based on “17 Things they are not allowed to do anymore,” students will include “17 Things I Am Sorry For. ”

Have students design their book covers and add illustrations to compliment text. Great ideas here include simple ways for teachers and students to bind their own books.

Allow time for students to Read-Aloud their books and to discuss as appropriate. Display throughout the classroom.

Students’ discussion, essays, and books underline their understanding of T’Shuvah, the importance of asking for forgiveness, and its correlation to Yom Kippur.

Students involvement and understanding of the stages of Writing Workshop can be determined by using a rubric which focuses on writing conventions and appropriate supporting details.

* PJ library Books