Lost City
Kristi Goggans
Unit 5 Week 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-andeffect relationships.
Vocabulary StrategyGreek 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).
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.

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.
Vocabulary
Curiosity
Glorious
Granite
Ruins
Terraced
Thickets
Torrent
Curiosity
A
desire to know or learn
Glorious
Magnificent; splendid
Granite
A
very hard gray or pink rock that is
formed when lava cools slowly
underground
Ruins
 What
is left after a building, wall,
etc., has fallen to pieces; remains
Terraced
 Formed
into a flat, level land with
steep sides; leveled
Thickets
 Bushes
or small trees growing
close together; shrubs
Torrent
A
violent, rushing stream of
water
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

What is the most likely reason the
author told the boy’s thoughts?
To make the selection more mysterious and
interesting
 To show what the child’s life was like from
day to day
 To explain how the local people felt about
the ruins

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.
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.

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.

From information in this story, you
can tell that the journey to Machu
Picchu was - Dangerous
 Boring
 Impossible
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.

On Bingham’s 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
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

Why might so few people have
known about the ruins?
 They
were very hard to get to
Why did the boy call the
camera a “black box”?
 He
did not know what it was
How was the author’s search for
the ruins different than Bingham’s?
 Bingham
had no idea where the ruins
were, but the author knew how to get
to Machu Picchu because of Bingham’s
journey.