LESSON 7 TEACHER’S GUIDE

The Last Inca Emperor by Mark MacConnell

Fountas-Pinnell Level V Narrative Nonfiction Selection Summary The Inca empire began to grow and prosper in 1438 under the rule of Pachacuti and, later, his son. By 1527, the Inca were rich and powerful. When grandsons took over in 1527, they fought over land and the civil war weakened the country. One had the other killed. In 1535, Spaniard Pizarro invaded, killed thousands, and claimed the land for Spain.

Number of Words: 1,643

Characteristics of the Text Genre Text Structure Content Themes and Ideas

Language and Literary Features

Sentence Complexity Vocabulary Words

Illustrations Book and Print Features

• Narrative nonfiction • Third-person narrative with an introduction followed by five chapters in historical sequence • Rise and fall of the Inca Empire • Pizarro, a Spaniard, conquers the Inca. • Civil war weakens a nation and leaves it vulnerable to attack. • Greed can topple an empire. • Always be prepared. • Setting distant in time and culture from students’ experience • Descriptive language important to understanding setting and characters • Questions and statements at the end of each chapter introduce content of the next chapter. • Mostly short declarative sentences and compound sentences • Some complex sentences • Words related to warfare: prisoner, civil war, victory • Some difficult foreign names and place names: Francisco Pizaro, Chile, Ecuador • Phonetic pronunciation of some Inca names and places: Pachacuti (pah chah KOO tee), Cuzco (KOOZ koh) • Photographs and realistic illustrations on many pages • Captions explain photos and illustrations • Twelve pages of text; table of contents • Two-page timeline summarizes key dates and events.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-31031-2 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

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The Last Inca Emperor

by Mark MacConnell

Build Background Help students use their knowledge of warfare to visualize the selection. Build interest by asking questions such as the following: What is a civil war? Why would fighting within a country make it more vulnerable to outside enemies? Read the title and author and talk about the cover photograph. Tell students this selection is narrative nonfiction, so it provides factual information.

Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Have students look at the table of contents. Explain that this book is about the rise and fall of a great empire, the Inca. Suggested Language: Based on the table of contents, what kinds of things can you expect to learn about the Inca? Page 4: Show how to read the pronunciation guides for the names Cuzco (KOOZ Koh) and Pachacuti (pah chah KOO tee). Explain that there are other names in the book that also have pronunciation guides. Tell students that the first chapter explains where the Inca people originated from. Page 5: Familiarize students with reading the map. Have them locate the Inca Empire. Ask: Was the Inca Empire located north or south of the equator? In what city did Pizarro land in 1532? Page 8: Draw attention to the caption and illustration. Ask: Who is shown here? What is he wearing? What does this tell you about his job? Now turn back and read from the beginning to find out about the Inca and what happened to this once-great empire.

Target Vocabulary agility – quick, graceful, and in control of one’s movements or thinking

initially – at the beginning, p. 6

commemorates – honoring or paying tribute to something’s memory, p. 14

jubilant – feeling great joy and excitement

customary – an established or traditional practice of a person or group, p. 10

Grade 6

intense – very strong and forceful

multitude – a large number, or a vast amount

2

originated – began or came into being, p. 4 recollects – remembers reflect – show the ideas or beliefs of a person or group, p. 14

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Read

Have students read silently while you listen to individual students read aloud. Remind students to use the Summarize Strategy important parts of the story in their own words.

and to tell the

Discuss and Revisit the Text Personal Response

Invite students to share their personal responses to the text. Suggested language: What do you think of Pizarro’s treatment of the Atahualpa?

Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text

Thinking Beyond the Text

Thinking About the Text

• The Inca Empire grew and prospered from 1438–1527.

• Internal fighting weakens a group or country and makes it vulnerable to enemies.

• Introduction gives an overview of what the narrative is about.

• Between 1527 and 1532, a civil war weakened the country by destroying cities, killing people, and ruining the economy. • Between 1532 and 1535, Spaniard Francisco Pizarro killed thousands, including the emperor, and claimed the Inca Empire for Spain.

• The customary way of doing things is not always the wisest course of action. • Conquering another country can cause the conquerors to act brutally.

• Chapter headings show the sequence of the narrative. • Map shows important details and timeline summarizes events and dates.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support • Fluency Invite pairs of students to skim the text to study illustrations and photos, read captions, and discuss maps and timelines. Ask them to find passages in the text that correspond to these images. Remind them to use visual cues provided by illustrations and photos to make their reading lively. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that a longer word often contains a smaller word that gives clues to its meaning. Within the word customary, for example, is the word custom, which is the usual way of doing things. For example, some cultures have a custom to put candles on a birthday cake; therefore, it is customary to have candles on a birthday cake.

Grade 6

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Writing about Reading Critical Thinking Have students complete the Critical Thinking questions on BLM 7.7.

Responding Have students complete the activities at the back of their book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Persuasion Remind students that persuasion is how an author tries to convince readers to support an idea. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below: Think Aloud

Because of the civil war, many cities were destroyed. Civil war made the economy weak. Also, thousands of people died in the war. The author gives these reasons to persuade readers that the Inca empire was weakened by the civil war, making it easier for Pizarro and his soldiers to conquer these details. Add them to the chart.

Practice the Skill Have students share examples of another book in which the author uses persuasion as a technique.

Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind students that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts • Which sentences on page 11, paragraph 4 support the idea that the Inca will be defeated? • What does the word reflect mean on page 14? • What other conditions, besides civil war, helped the Spaniards conquer the Inca?

Grade 6

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English Language Development Reading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that the Inca empire grew and prospered until it was defeated by Spanish invaders. Vocabulary The text contains some vocabulary that might be unfamiliar. Explain the meanings of emperor (page 3), conquered (page 4), crowned (page 7), and priceless (page 12). Oral Language Development Check student comprehension, using a dialogue that best matches your students’ English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate

Intermediate

Early Advanced/ Advanced

Speaker 1: What is the narrative about?

Speaker 1: How did Pachacuti make the empire strong?

Speaker 1: What did Pizarro do with all the Inca’s priceless objects?

Speaker 2: the rise and fall of the Inca Empire Speaker 1: What caused the Inca civil war? Speaker 2: two brothers fighting over land Speaker 1: What happened at the end?

Speaker 2: He organized the government and built roads. Speaker 1: Which of Pachacuti’s grandsons killed his brother and was later killed by Pizarro? Speaker 2: Atahualpa killed his brother and was later killed by Pizarro.

Speaker 2: Spain took over the Inca empire and ruled it.

Speaker 2: They melted them into gold and silver bars and sent 20 tons of bars back to Spain. Speaker 1: How did Pizarro so easily defeat the Inca? Speaker 2: His soldiers had horses and guns. The Inca were not prepared for his attack.

Lesson 7

Name

BLACKLINE MASTER 7.7

Date

Critical Thinking

The Last Inca Emperor Critical Thinking

Read and answer the questions. Possible responses shown. 1. Think within the text What was the name of the largest temple in the Inca Empire? The largest temple in the Inca Empire was called the golden garden.

2. Think within the text Why was Pachacuti a strong ruler? He led the army well and knew how to organize the government.

3. Think beyond the text Why do you think the Inca people built stone roads? They probably built stone roads because it was hard to travel without them. It must have been difficult to travel in the mountains without paved roads.

4. Think about the text Does the author do a good job of persuading you that the civil war made it easy for Pizarro to conquer the Incas? Why or why not? The author does a good job because he explains how the civil war made the Incas weak before the Spanish conquerors arrived.

Making Connections What are the most important qualities of a good leader? Give an example of a person you think is a good leader and tell why. Write your answer in your Reader’s Notebook.

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Critical Thinking

Grade 6, Unit 2: Common Ground

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Name

Date

The Last Inca Emperor Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember, when you think beyond the text, you use your personal knowledge to reach new understandings. Pizarro had a small army, but his soldiers had guns. The Inca did not have guns. Do you think the Inca could have done anything to fight back and save their country? Do you think they could have done anything to save their ruler, Atahualpa? Why or why not? Use details from the text to support your answer.

Grade 6

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Lesson 7

Name

BLACKLINE MASTER 7.7

Date

Critical Thinking

The Last Inca Emperor Critical Thinking

Read and answer the questions. 1. Think within the text What was the name of the largest temple in the Inca Empire?

2. Think within the text Why was Pachacuti a strong ruler?

3. Think beyond the text Why do you think the Inca people built stone roads?

4. Think about the text Does the author do a good job of persuading you that the civil war made it easy for Pizarro to conquer the Incas? Why or why not?

Making Connections What are the most important qualities of a good leader? Give an example of a person you think is a good leader and tell why. Write your answer in your Reader’s Notebook.

Grade 6

7

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Student

Lesson 7

Date

BLACKLINE MASTER 7.11

The Last Inca Emperor • LEVEL V page

14

Selection Text

The Last Inca Emperor Running Record Form

Errors

Self-Corrections

Accuracy Rate

Total SelfCorrections

Many traces of the Inca civilization still exist in Peru today. Millions of people still speak the same language the Inca spoke. Some of them grow the same crops. Craft workers still make cloth and pottery that reflect Inca designs. Some Inca ceremonies are still performed. Each year, in late June, Cuzco celebrates a festival of the sun. This festival commemorates an ancient Inca religious ceremony. It was held at the darkest time of the year to pray for the return of light.

Comments:

(# words read correctly/83 × 100) %

Read word correctly

Code ✓

cat

Repeated word, sentence, or phrase

®

Omission

— cat

cat

Grade 6

Behavior

Error 0

0

Substitution

Code cut cat

1

Self-corrects

cut sc cat

0

Insertion

the

1

cat

Error

1414447

Behavior

ˆ Word told

1

8

T cat

1

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