1

INSTRUCTIONAL
MATERIALS
LESSON: THE BOOK REVIEW

Image credits
Paper:30 Sets (2017)
Stack of Books: Wild Rumpus (2017)
 2

INSTRUCTOR MATERIALS
LESSON: THE BOOK REVIEW

Image credits
Free photo (2017)
 3

TITLE OF INSTRUCTION:
The Book Review

INTRODUCTION:
This lesson is designed to introduce students to the formatting and content pieces that
combine together to create a well-written book review. It is a micro-lesson within the
larger unit “Genre Study” and focuses on synthesizing concepts that students have been
studying thus far including close reading skills, critiquing, elaboration using supporting
evidence from a text, and objective writing.

As a result of this lesson, learners will have gone through the process of drafting a book
review based on a self-selected title of their choice. The intention is for students to gain
practice with the formatting of a book review, receive formative feedback from peers, and
ultimately receive summative feedback from the instructor, which they can then use as a
reference tool when composing additional book reviews to be completed throughout the
remainder of this unit.

OVERVIEW:
Lesson Time: 1 Hour

Goal Statement: As a result of this instruction, learners will demonstrate correct

formatting, content, and thoroughness in crafting a well-written book review according to
the provided rubric.

Terminal Objective: Referencing classroom instruction on writing a book review as well

as the provided rubric, learners will independently write a book review (using a word
processing program) that contains a title, introduction, summary, and critique of their
selected work.
 4

OVERVIEW CONTINUED:
Learners and Context: Learners are 9th grade English Language Arts students progressing
through a unit on “Genre Study.” In this unit, students have studied different literary
genres, plot lines, themes, characterization, and author narrative techniques and choices.
Students have been asked to select three novels each from a different genre and read those
throughout the unit, concluding in several activities for each, including a book review. This
lesson serves as instruction on formatting of those reviews and information about how to
write them and what to include. This lesson is designed primarily as instructor-led, but
with opportunities for learners to engage in individual, pair-share, and whole group
participation.

OBJECTIVES:
CN = Condition
B = Behavior
CR = Criteria

Hooking the Reader:

Referencing a handout on “hooks,” (CN)
Learners will select one of the hook types and write (B)
a school-appropriate hook that is relevant to the theme/genre of their selected work at the
beginning of their first paragraph. (CR)

Summarizing the Book:

Using their own sticky notes from reading their selected work, (CN)
learners will independently review areas they marked as representative of plot, theme, and
characters (CN)
to craft a book review plot summary (B)
that does not give away any important plot points to the readers of the review. (CR)
 5

OBJECTIVES CONTINUED:
Offering Critique:
Independently referencing a handout on “What makes a good story,” (CN)
learners will critique the author of their selected work (B)
and provide one area they felt was exemplary, one area they thought could use
improvement, and their own response/reaction to the work as a whole. (CR)

Providing a Recommendation:
Within the final paragraph of the review, (CN)
learners will provide a recommendation to readers of their review (B)
that contains an “If, then” statement. (CR)

Composing a Strong Title:

Using a self-selected written work as reference, (CN)
learners will craft a unique book review title (B)
that captures the theme, main ideas, or topic of the selected piece (CR).

Formatting:
From memory in previous lessons and referencing the book review rubric, (CN)
learners will polish their review and finalize it making sure it contains: (B)
 a unique title,
 3-4 well-developed paragraphs including a clear introduction/body/conclusion,
 smooth transitions between paragraphs,
 varying sentence length and vocabulary,
 at least one quote from the selected work,
 as is typed in 12-point font, Times New Roman, Double Spaced. (CR)

Submission:
Following the instructional activities and using the information reviewed, (CN)
learners will submit their final book review to the classroom dropbox for teacher grading
(B),
by 8pm within two school days of the instructional lesson. (CR)
 6

LESSON OUTLINE:
dddddd

 Part 1: Hooking Your Reader

 Part 2: Summarizing Your Book
 Part 3: Offering Critique
 Part 4: Providing a Recommendation
 Part 5: Composing a Strong Title

EQUIPMENT:
 Projector
 Instructor laptop
 Student laptops
 Word processing program
 Internet access
 Classroom website/dropbox
 Handouts:
o Rubric
o Hooks
o Book Review Outline
o What makes a good story?
 7

LESSON CONTENT:
Student Directions with Instructor Directions:

Follow along with these steps to the lesson for

learning about how to write a book review. You will Review the directions listed here with
students. Note that this lesson will set
use what you learn today to draft your first book
the foundation for the remaining two
review of this unit, and will complete two more on
book reviews that students will
your own after this class period. Make sure you’re
complete individually throughout the
paying close attention to the formatting of a book rest of the “Genre Study “ unit.
review and what elements to include in each
paragraph! Additionally, hold on to this packet so you
can refer back to the handouts!

Part 1 - Hooking Your Reader: Start with directing to students that

1. What is a hook?
a. View the example and share out – what
made it good? What could have made it
better?
b. Whole class discussion on what a hook is.
Can you think of your favorite beginning to
a story, book, or movie? Share it with the
class!
c. Discussion – So why are hooks important?
d. Discussion of the role that hooks play in a
book review.
2. Examples of hooks.
a. Read over “Hook” handout as a whole group.
Make sure to raise your hand to volunteer if
you’d like to be a reader for us!
b. As you read along, circle the two hooks you
like best that you think you could use for
your own book review.
they’ll be viewing an example of a
good hook and discussing it.
(Jurassic Park Opening Scene:
https://www.youtube.com/watch?v
=qz5JmgLQEzs) Follow that with
asking the questions to the left and
providing time for whole group
discussion. Follow up with
explaining to students that hooks
can pull a reader in – or push them
away – from a book review, all with
just one sentence.
Follow this with reviewing the “Hook”
handout as a whole group. Ask
students to follow along with the
directions of circling two that they like
best.
 8

3. Where the hook goes in a book review:

a. Reference the handout “Book Review Point out the location of the hook
within the structure of the book review
Outline” and note that the hook of your
outline.
book review will be at the beginning, just
like in a movie or novel.
4. Time to try out writing a hook!
a. Using the “Hook” handout as a reference,
take about 5 minutes to write out a draft Provide time for students to draft a
hook for your selected novel using one of hook or two and circulate the room to
the strategies you circled. If you have extra provide support, answer questions,
time, try out a second one! and offer suggestions to students.
b. After writing out your hook, we’ll take
about 2 minutes as a whole class to pair-
share them with table partners and offer some feedback and suggestions to
each other for improvement.

5. Self-evaluate your hook.

a. Using the “Rubric” handout, we’ll read over
the columns for “hooks” as a class. Circle the Point out the “Rubric” handout in the
score you think your draft hook would earn student packet and review the column
at this point. Underline any requirements noted “3 points” that lists all
that you think might be missing or that you requirements.
could improve upon. You’ll use this later to
evaluate all the paragraphs of your book review and to help you revise and
polish it for submission!

Part 2 – Summarizing Your Book:

1. What is a summary?
a. Whole group discussion: Can you think of a Begin with a whole class discussion
time when a family member or friend told again. Prompt a student or two to
you a story, but they didn’t provide enough share ideas for why summaries are
background information and you found important, and how it might be
yourself confused? Share out if you’d like to confusing to a listener of a story to
not have all the necessary
volunteer!
information.
2. Questions to consider:
a. So what is a summary? What should be in a
summary for a book review? Let’s take a look at the rubric!
 9

b. Whole group discussion:

i. Why should the name of the
Ask the questions to the left of the
selected work and the author be whole group and pick volunteers to
included? share ideas and examples. Be sure to
ii. How do you make sure you are mention that students should include
giving some good background the topic of the book or the “conflict” if
information without giving too students do not bring this up. Follow
much away? Share out some tips! this up with the pair-share discussion
c. Pair-share: What kind of brief activity and move straight to the
information can you share about a drafting stage after students have had
a couple minutes to discuss.
character? If you had to summarize your
best friend in 2-3 sentences, what would
be most important to share so that the person you’re describing them to
could best picture who they are? Pair-share and try this out!
3. Time to start drafting your summary!
a. Using the rubric as guidance, the sticky notes in your book, and your
experience sharing with your table partner about how to characterize your
best friend in just a few sentences, spend
about 6-7 minutes drafting out the summary
Provide time for students to draft
for your book. You do not need to include
their summaries. Circulate the room
full sentences yet – bullet points are fine in
to provide support, answer questions,
the drafting process! and offer suggestions for any students
b. Hold on to this…we’ll be pair-sharing them who are stuck.
at the end of the rest of the drafting steps.

Part 3 – Offering Critique:

1. Why include a critique?
a. Whole group discussion: So why do people Continue by transitioning to a whole-
read book reviews anyway? What are they group discussion using the prompt to
looking for? the left. Once students have had a
2. What exactly is a critique? chance to share out why they read
a. Let’s take a look at the rubric to find out book reviews, direct students back to
what we should include. the rubric and review the
i. The writing style of the author can requirements for “Critique.”
help a reader decide if they might
enjoy the author’s “voice.”
ii. This is your chance to give your opinion!
iii. Also a good time to provide some plot points you think might intrigue
the reader of your review to get them to pick up the book.
 10

3. Time to draft your critique!

a. Using the rubric as reference and the
handout on “Narrative Techniques” we Provide time for students to draft
went over at the beginning of this “Genre their summaries. Circulate the room to
provide support, answer questions,
Study” unit, take about 6-7 minutes to draft
and offer suggestions for any students
out your critique. Remember, bullet points
who are stuck.
in the drafting stage is ok! This is time to
get your initial ideas out there and onto
paper, and will serve as guidance for you later when you’re revising!

Link to Narrative Techniques for Reference:

http://self.gutenberg.org/articles/eng/Literary_technique?View=embedded

Part 4 – Providing a Recommendation:

1. The meat of your book review!
a. Whole group discussion: What makes you
want to read a book or watch a movie?
What really pulls you in?
b. This is your opportunity to really dive into
why the reader of your book review might
like, or not like, the book you’re reviewing.
2. “If, then” Statements:
a. Here is where it’s important to know the
theme and genre of your book. What’s an
example of an “if, then” statement? Has
anyone heard this term before?
3. Time to Draft your Recommendation!
a. Referencing the rubric, take about 5
minutes to draft out your recommendation.
Try at this stage to include at least one or
two “if, then” statements to entice your
readers!
This is the last draft of paragraphs
students will complete. Begin with
the discussion questions to the left,
and follow that up with discussion
of “if, then” statements. If students
cannot come up with an example,
provide this one: “If a viewer likes
the movie Armageddon, then they
will probably also enjoy the Ashfall
series by Mike Mullin because both
feature and end-of-the-world theme.
Provide time for students to draft
their summaries. Circulate the room to
provide support, answer questions,
and offer suggestions for any students
who are stuck.

Part 5 – Composing a Strong Title:
1. Title for the end!
a. Whole group discussion:
i. Why wait until the end of writing
your draft to start drafting a title?
ii. What makes a title good?
iii. Why not write a title like: “Book
Review of The Hunger Games”?
2. Time to Draft a Title (or Two)!
a. Take about 3 or 4 minutes and come up
with one or two draft titles. Reference your
sticky notes in your book if you’re stuck –
sometimes a line or phrase from the book
can make a really neat title!
Part 6 – Peer Review:
1. Time to Offer Peer Review and Feedback:
a. Take the remainder of the time to read over
your table mate’s draft so far. Using their
rubric as reference, circle the items they’ve
done really well so far and underline any
requirements you see missing. Using a
scratch piece of paper, write out some
comments and ideas for suggestions. Also
make sure to write down at least one part of
their review that you think is really strong
right now. Then give both the draft and the
rubric back to them.
b. If time, read over your peer’s comments
and start revising your draft!
Directions for Submission: Using your draft, rubric, the handouts, and your peer
feedback, revise and polish your book review and submit to the class dropbox no later than
two class periods from today. Make sure that you have looked over the rubric a few times
to make sure that you’ve included all the requirements,
including those for formatting! Let the teacher know if
you have any questions or need clarification or support
on any parts of the book review.
11
Start with discussion of the questions
to the left. This discussion will be
highly subjective, but provides
students with examples and ideas
based on their peers’ opinions, which
can serve as a starting place for
thinking about their own titles
Provide time for students to draft
their summaries. Circulate the room to
provide support, answer questions,
and offer suggestions for any students
who are stuck.
Direct students to follow the
directions to the left. While students
are reading and reviewing each
other’s’ drafts, circulate around and
help with any questions or
clarification requests. Make sure
that students are circling and
underlining as the directions
describe, as well as writing out
comments. Redirect any students
who may need that reminder.
Finally, review the submission
directions with students.
 12

STUDENT MATERIALS
LESSON: THE BOOK REVIEW

Image credits
Free photo (2017)
 13

Student Directions:
Follow along with these steps to the lesson for learning
about how to write a book review. You will use what you
learn today to draft your first book review of this unit, and
will complete two more on your own after this class period.
Make sure you’re paying close attention to the formatting of
a book review and what elements to include in each
paragraph! Additionally, hold on to this packet so you can
refer back to the handouts!

Part 1 - Hooking Your Reader:

6. What is a hook?
a. View the example and share out – what made it good? What could have made
it better?
b. Whole class discussion on what a hook is. Can you think of your favorite
beginning to a story, book, or movie? Share it with the class!
c. Discussion – So why are hooks important?
d. Discussion of the role that hooks play in a book review.
7. Examples of hooks.
a. Read over “Hook” handout as a whole group. Make sure to raise your hand to
volunteer if you’d like to be a reader for us!
b. As you read along, circle the two hooks you like best that you think you could
use for your own book review.
8. Where the hook goes in a book review:
a. Reference the handout “Book Review Outline” and note that the hook of your
book review will be at the beginning, just like in a movie or novel.
9. Time to try out writing a hook!
a. Using the “Hook” handout as a reference, take about 5 minutes to write out a
draft hook for your selected novel using one of the strategies you circled. If
you have extra time, try out a second one!
b. After writing out your hook, we’ll take about 2 minutes as a whole class to
pair-share them with table partners and offer some feedback and suggestions
to each other for improvement.

10. Self-evaluate your hook.

a. Using the “Rubric” handout, we’ll read over the columns for “hooks” as a
class. Circle the score you think your draft hook would earn at this point.
Underline any requirements that you think might be missing or that you

Image credits
Owl Reading (2017)
 14

could improve upon. You’ll use this later to evaluate all the paragraphs of
your book review and to help you revise and polish it for submission!

Part 2 – Summarizing Your Book:

4. What is a summary?
a. Whole group discussion: Can you think of a time when a
family member or friend told you a story, but
they didn’t provide enough background
information and you found yourself
confused? Share out if you’d like to
volunteer!
5. Questions to consider:
a. So what is a summary? What should be in a
summary for a book review? Let’s take a look at the
rubric!
b. Whole group discussion:
i. Why should the name of the selected work and
the author be included?
ii. How do you make sure you are giving some good background
information without giving too much away? Share out some tips!
c. Pair-share: What kind of brief information can you share about a character?
If you had to summarize your best friend in 2-3 sentences, what would be
most important to share so that the person you’re describing them to could
best picture who they are? Pair-share and try this out!
6. Time to start drafting your summary!
a. Using the rubric as guidance, the sticky notes in your book, and your
experience sharing with your table partner about how to characterize your
best friend in just a few sentences, spend about 6-7 minutes drafting out the
summary for your book. You do not need to include full sentences yet – bullet
points are fine in the drafting process!
b. Hold on to this…we’ll be pair-sharing them at the end of the rest of the
drafting steps.

Image credits
Checklist (2017)
 15

Part 3 – Offering Critique:

4. Why include a critique?
a. Whole group discussion: So why do people read book reviews anyway? What
are they looking for?
5. What exactly is a critique?
a. Let’s take a look at the rubric to find out what we should include.
i. The writing style of the author can help a reader decide if they might
enjoy the author’s “voice.”
ii. This is your chance to give your opinion!
iii. Also a good time to provide some plot points you think might intrigue
the reader of your review to get them to pick up the book.
6. Time to draft your critique!
a. Using the rubric as reference and the handout on “Narrative Techniques” we
went over at the beginning of this “Genre Study” unit, take about 6-7 minutes
to draft out your critique. Remember, bullet points in the drafting stage is ok!
This is time to get your initial ideas out there and onto paper, and will serve
as guidance for you later when you’re revising!

Link to Narrative Techniques for Reference:

http://self.gutenberg.org/articles/eng/Literary_technique?View=embedded

Part 4 – Providing a Recommendation:

4. The meat of your book review!
a. Whole group discussion: What makes you want to read a book or watch a
movie? What really pulls you in?
b. This is your opportunity to really dive into why the reader of your book
review might like, or not like, the book you’re reviewing.
5. “If, then” Statements:
a. Here is where it’s important to know the theme and
genre of your book. What’s an example of an “if, then”
statement? Has anyone heard this term before?
6. Time to Draft your Recommendation!
a. Referencing the rubric, take about 5 minutes to draft
out your recommendation. Try at this stage to
include at least one or two “if, then” statements to
entice your readers!

Image credits
Increase Your Job (2017)
 16

Part 5 – Composing a Strong Title:

3. Title for the end!
a. Whole group discussion:
i. Why wait until the end of writing your draft to start drafting a title?
ii. What makes a title good?
iii. Why not write a title like: “Book Review of The Hunger Games”?
4. Time to Draft a Title (or Two)!
a. Take about 3 or 4 minutes and come up with one or two draft titles.
Reference your sticky notes in your book if you’re stuck – sometimes a line or
phrase from the book can make a really neat title!

Part 6 – Peer Review:

2. Time to Offer Peer Review and Feedback:
a. Take the remainder of the time to read
over your table mate’s draft so far. Using
their rubric as reference, circle the items
they’ve done really well so far and
underline any requirements you see
missing. Using a scratch piece of paper,
write out some comments and ideas for
suggestions. Also make sure to write
down at least one part of their review that you think is really strong right
now. Then give both the draft and the rubric back to them.
b. If time, read over your peer’s comments and start revising your draft!

Directions for Submission: Using your draft, rubric, the handouts, and your peer
feedback, revise and polish your book review and submit to the class dropbox no later than
two class periods from today. Make sure that you have looked over the rubric a few times
to make sure that you’ve included all the requirements, including those for formatting! Let
the teacher know if you have any questions or need clarification or support on any parts of
the book review.

Image credits
Practicing Peer Feedback (2017)
 17

HANDOUTS:

https://mrsfranczak.files.wordpress.com/2012/08/hooks.pdf
 18

RUBRIC
Section 0 points 1 point 2 point 3 points
Title  No title included  Title is “Book Review of  Title contains the words  Title is unique and reflective
_____ (title of selected “Book Review” but still has of the selected work.
work).” other title words that make it  Title does not contain the
 Title has just the name of the unique. words “Book Review.”
selected work.  Title is somewhat unclear in
 Title has no relevance to how it relates to the selected
selected work. work.
Hook  No hook included  Hook is missing at least  Hook meets all but one of  Successfully integrates one of
two of the requirements the requirements listed in the hook types listed on the
listed in the 3 Points the 3 Points column. hooks handout.
column.  Hook is related to the selected
work.
 Hook is appropriate for a book
review.
 Hook appears at the beginning
of the book review.
Summary  Summary paragraph  Summary is missing two of  Summary is missing one  Contains the name of the
is missing or the requirements listed in of the requirements listed selected work and the author.
minimally the 3 Points column. in the 3 Points column.  Provides a brief summary of
integrated into  Summary is included but is  Summary is overly wordy. the selected work without
another paragraph. worded in a confusing  Summary somewhat gives giving away major plot turns
 Summary meets manner and leaves the away some plot points. or moments.
only one of the reader of the book review  Provides a brief summary of
requirements listed unclear what the book is the main characters without
in the 3 Points about. giving away major character
column. choices that impact the plot.
 Summary appears as the first
paragraph of the book review.

Critique  Critique  Critique is missing two of  Critique is missing one of
paragraph is the requirements listed in the requirements listed in
missing or the 3 Points column. the 3 Points column.
minimally  Examples used to support
integrated into critique are somewhat
another vague or not explained.
paragraph.  Critique somewhat gives
away major plot points.
 Critique is overly wordy.
 Critique is somewhat
vague and leaves the
reader with an unclear
understanding of the book
review writer’s
thoughts/opinions.
Recommend  Recommendation  Recommendation is  Recommendation includes
ation page is missing or inappropriate or overly only reasons why a
minimally subjective in nature. specific audience may like
integrated into the book or,
another  Includes only reasons why
paragraph. a specific audience may
not like the book.
 Is missing an “if, then”
statement.
19
 Critique of the author’s
writing offers a thoughtful and
thorough examination of one
area they felt was exemplary
and one area they thought
could use improvement.
 Critique uses specific
examples to back up their
claims.
 Critique presents your
reaction/response to the work
as a whole without giving
away any major plot points.
 Recommendation offers an
“if, then” statement (ie. “If
you like dystopian novels,
then you will like this
book”).
 This paragraph provides
specific reasons why certain
readers would like this
book, as well as objectively
considers why other readers
may not.

Format and  Formatting of  Book review is only 1-2
Language final book review paragraphs
only meets one or  Book review is missing at
two of the least two of the following:
standards listed in o Clear transitions
the 3 Points o Varying sentence
column. length and
vocabulary
o At least one quote
 Has two or more of the
following issues:
o Book review is not
in 12 point font
o Book review is not
double spaced
o Book review is not
in Times New
Roman font
o 4+ spelling errors.
Submission  Final book review  Final book review was
Guidelines was two or more submitted one day late via
days late via the the classroom dropbox.
classroom
dropbox.
Total Points
/21 points
20
 Book review is 3-4  Final book review has:
paragraphs but is missing
one of the following:
o Clear transitions
o Varying sentence
length and
vocabulary
o At least one quote
 Has one of the following
issues:
o Book review is not
in 12 point font
o Book review is not
double spaced
o Book review is not
in Times New
Roman font
o 2-3 spelling errors.
 Final book review was  Final book review was
submitted to the
classroom dropbox after
8pm, but still within two
school days after the
instructional activity.
o 3-4 unique
paragraphs,
o Transitions between
paragraphs,
o Varying sentence
length and
vocabulary,
o At least one quote
from the selected
work,
o Is typed in 12 point
font, double spaced,
Times New Roman.
o No spelling errors
submitted to the classroom
dropbox by no later than
8pm, two school days after
the instructional activities.
 21

Book Review Outline

Book Review Title

Hook + Summary –

The hook is the first sentence or two of the first paragraph, followed by the summary. Be
sure to include all requirements listed on the rubric!

Hook:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Summary:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Critique –

The critique is the second paragraph of the book review.

Critique:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Recommendation –

The critique is the second paragraph of the book review.

Recommendation::
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
________________________________________________________________________________________________________
 References

checklist. (n.d.). Retrieved December 8, 2017, from

http://www.wblibrary.org/checklist.gif/image_view_fullscreen

Dick, W., Carey, L., & Carey, J. (2008). The Systematic Design of Instruction. Upper Saddle

River, NJ: Pearson Education Inc.

Free photo Flesh Color Left Hand On The Cover Hand Male Skin - Max Pixel. (n.d.). Retrieved

December 8, 2017, from http://maxpixel.freegreatpicture.com/Flesh-Color-Left-Hand-

On-The-Cover-Hand-Male-Skin-1635146

Increase Your Job Prospects with LinkedIn Recommendations. (2012, September 24). Retrieved

December 8, 2017, from http://akraya.com/2012/09/increase-your-job-prospects-with-

linkedin-recommendations-2/

owl reading | Knowledge Tree. (n.d.). Retrieved December 8, 2017, from

http://www.theknowledgetree.com/2017/04/03/childrens-lit-pick-april-2017/owl-reading/

Practicing Peer Feedback: More Observations, Less Evaluation | Solution Tree Blog. (n.d.).

Retrieved December 8, 2017, from https://www.solutiontree.com/blog/practicing-peer-

feedback/

Roman a clef. (n.d.). Dictionary.Com. Retrieved from

http://dictionary.reference.com/browse/roman a clef?r=66

Says, R. (2012, August 4). 30 Sets of Free High Quality Lined Paper Texture. Retrieved

December 8, 2017, from https://naldzgraphics.net/lined-paper-texture/

Wild Rumpus Book Fair Earns Books for Barton. (n.d.). Retrieved December 8, 2017, from

http://barton.mpls.k12.mn.us/wild_rumpus_book_fair_earns_books_for_barton