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Lost City Unit 5 Week 2. Genre – Narrative Nonfiction Narrative Nonfiction can tell the story of a real event. The details of the event are presented.

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Presentation on theme: "Lost City Unit 5 Week 2. Genre – Narrative Nonfiction Narrative Nonfiction can tell the story of a real event. The details of the event are presented."— Presentation transcript:

1 Lost City Unit 5 Week 2

2 Genre – Narrative Nonfiction Narrative Nonfiction can tell the story of a real event. The details of the event are presented in sequence so that readers can understand the cause-and- effect relationships.

3 Vocabulary Strategy- Greek and Latin Roots Many English words have Latin or Greek roots. For example, the Latin word terra means earth, land. Part of it appears in words such as terrain (surface of the ground) and territory (an area of land).

4 Comprehension Skill – Compare and Contrast To compare and contrast means to tell how two or more things are alike and different. Authors may use clue words such as like, as, and same to show similarities. They may use clue words such as but, unlike, and different to show differences.

5 Comprehension Skill – Visualize Active readers transform the words on the page into mental images. Visualizing likenesses and differences between two people or things that are being compared is especially helpful. As you read, picture in your mind new information that is coming to you from the text.

6 Vocabulary Curiosity Glorious Granite Ruins Terraced Thickets Torrent

7 Curiosity A desire to know or learn

8 Glorious Magnificent; splendid

9 Granite A very hard gray or pink rock that is formed when lava cools slowly underground

10 Ruins What is left after a building, wall, etc., has fallen to pieces; remains

11 Terraced Formed into a flat, level land with steep sides; leveled

12 Thickets Bushes or small trees growing close together; shrubs

13 Torrent A violent, rushing stream of water

14 How were Cusco and the first capital of the Inca alike? They were flooded by a nearby river each year They were built by people that lived long ago They were destroyed to make room for crops

15 What is the most likely reason the author told the boys thoughts? To make the selection more mysterious and interesting To show what the childs life was like from day to day To explain how the local people felt about the ruins

16 What can you conclude about the Inca based on information in the selection? They used modern machines. They originally came from Spain. They once ruled in South America.

17 What probably happened before the Quechua boy had a dream about a tall stranger? Bingham arrived in Cusco to look for the lost city. Bingham traveled by mule train to the Urubamba River. Bingham talked to a local farmer named Arteaga.

18 Which generalization can be made from information in this story? The Andes are home to a variety of cultures. The Incan cities were built to last a long time. The Quechua people are interested in their past.

19 From information in this story, you can tell that the journey to Machu Picchu was -- Dangerous Boring Impossible

20 Which of the following is the main idea of the story? Arteaga, a local farmer, told Bingham about the ruins on Machu Picchu. The Quechua boy led Bingham to Vilcapampa, the lost city of the Inca. Bingham, who was determined to find Incan ruins, found Machu Picchu.

21 On Binghams way to Machu Picchu, what did he see after he found the sun temple? A grand stone staircase A flimsy log bridge A old cobbled street

22 Which of these events happened first in our story? A Quechua boy led Bingham up the mountain A farmer told Bingham he knew about some ruins Bingham found the lost city of Machu Picchu

23 Why might so few people have known about the ruins? They were very hard to get to

24 Why did the boy call the camera a black box? He did not know what it was

25 How was the authors search for the ruins different than Binghams? Bingham had no idea where the ruins were, but the author knew how to get to Machu Picchu because of Binghams journey.


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