Beacon Lesson Plan Library

ABC's of Ramona

Alicia Floyd
Santa Rosa District Schools


Students list words in alphabetical order according to initial and second letter. Various lists of words may be used for practice; however, initiate using proper nouns for assessment in capitalization.


The student alphabetizes words according to initial and second letter.

The student capitalizes initial words of sentences, the pronoun `I,` and proper nouns.

The student records data using pictures, concrete materials, or tally marks.


--RAMONA QUIMBY, AGE 8 by Beverly Cleary, William Morrow & Co. N.Y., 1981. ISBN 0-688-00477-6 and ISBN 0-688-00478-4 (lib.blg.)
-A list of student spelling words, vocabulary words, etc.
-Teacher made worksheet (See attachment.)
-A list of books by Beverly Cleary


1. Display a list of spelling words.
2. Display the book, RAMONA QUIMBY, AGE 8
3. Reproduce student activity sheet.


Prior to the beginning of this lesson, teacher should read aloud the book RAMONA QUIMBY, AGE 8 by Beverly Cleary.
1. Gain attention – Tap on the teacher’s desk (like a judge in a courtroom) and loudly say, “Order, order, please! Would Ramona Quimby please stand?” When you have students’ attention, say, “No Ramona? Well, since Ramona Quimby isn’t one of our students today, let’s see if you can answer this question: What does alphabetizing mean?” Guide the discussion toward your learning objective, ABC order according to initial and second letter.
2. Explain to students that many things are placed in a certain order. For example, there is order in our learning levels. We have to complete Kindergarten before going to first grade, and so on. Ask how they would have felt if they had to go to second grade before first. Discuss the problems and discuss how much easier it is to go in order. Point out there is order in many things we do daily. Ramona learned the hard way that an egg should be boiled first before cracking it over your head. Discuss other things they know that come in a certain order. Point out that words can also be arranged in a certain order. We call it alphabetizing, or ABC order.
3. Practice with spelling words. Explain to students that these words can be put in ABC order. Review that ABC order is putting words in order according to the first letter. Ask if any words start with the letter “a”, “b”, “c”, and continue through the alphabet. Write the words on the board as you alphabetize them. If more than one word starts with the same letter explain that since they start alike, you must go to the second letter to put them in order. If none begin the same, at the end of the list, think of a word that would have the same beginning letter as one of the spelling words. Discuss how you would put in order two words that start the same. Say, “If the beginning letter is the same, you must go to the second letter.”
4. Ask, “Is alphabetizing something Ramona would need to know in third grade?” Discuss the characters in -Ramona Quimby, Age 8.- Explain that names of people start with capital letters. Write the name Beverly Cleary on the board. Point out that she is the author. Her first and last name begin with a capital letter and are also in ABC order. Look at the title of the book. Ask if the words are in ABC order? Pass out teacher generated activity sheet. Read the directions for the activity sheet and have students complete independently.
5. After an appropriate amount of time, students exchange papers with a partner and review together. Have students put a tally mark at the top of the their partner's page for each correct answer. Pass papers back and go over answers with the class as a whole group. Have students count and record their tally marks to show the number correct.
6. Have students turn paper over and write the names of at least five students from the class in ABC order.


Teacher monitors students as they independently fill in character names in ABC order on the worksheet. They should begin at least 7 of the 9 words with a capital letter and have at least 7 of the 9 names in ABC order. (The 5 names on the back will be used as a follow-up activity and shouldn't be used as assessment.)

Teacher observation determines if students work cooperatively to successfully complete the activity. Use this criteria: during partner activity, assess students for their ability to work cooperatively. Excellent - works well with partner consistently and marks paper accurately. Satisfactory - works well with partner most of the time and marks paper with minimum errors. Needs Improvement - does not work well with partner and does not mark paper correctly.

Recorded numbers at the top of the activity sheet should reflect the same number as the tally marks.


Reading aloud RAMONA QUIMBY, AGE 8 before the lesson is a suggestion. However, this lesson may be used as an introduction prior to reading the book.
Use a list of books written by Beverly Cleary from the computer-generated list of books in your school library. Find other titles by Beverly Cleary that may be in ABC order.
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