Key Details

Grade 5 Read/Write

Unit 3: Early American Civilizations: Maya,
Aztec, and Inca

November 12, 2024

2

LO:

SWBAT evaluatedetails to summarize text in ways
that maintain meaning and logical order.
El estudiante podrá evaluar detalles para resumir el texto de
manera que mantenga el significado y el orden lógico.

DOL: Given an informational text, students will correctly

evaluate details to summarize text in ways that
maintain meaning and logical order in at least 4 of 5
questions.
Dado un texto, el estudiante analizará correctamente los elementos de la
trama, incluyendo la acción ascendente, el clímax, la acción descendente y
la resolución en al menos 4 de 5 preguntas.

ⓇELA.5.6G Evaluate details read to determine key ideas.
Ⓡ ELA 5.7D Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

Early American Civilizations

Details are…

specific points, facts, or
ideas included by an
author that contribute to
the purpose and
message.

Details can be…

●

Essential to the KEY IDEA

●

Contribute to
Understanding

●

Critical for Memory

●

It is good to know, but
not necessary

●

Meant to keep reader
entertained (Fun fact)

●

Neat to know, but okay to
forget

irrelevant

relevant

IMPORTANT

INTERESTING

7

Retelling

Paraphrasing

RECALL

RESTATE

Let’s Review the 3Rs!

Summarizing

REDUCE

8

Summarizing

Readersrestate
something read by
retaining the intended
meaning of the original
text while using
different words than
the original author.

Paraphrasing

Retelling

Readers recallthe
key ideasand
supporting details
of the text.

Retelling vs Paraphrasing

9

reducingthe

original

information

to its main ideas

using logical

order.

Summarizing is…

10

🧐

Identify the key ideas and most important

information.

1

✍

Write short sentences that condense the main

points into concise pieces of information.

2

✅

Compare the summarized version with the

original to see if you have effectively
conveyed the main idea of the text.

3

How Readers Summarize?

11

Let’s Summarize!

Read

Stop

Jot!

Read the text

Stop and ask yourself:

●what is happening in the text?

●what details do I need to include in
a summary?

●what is the a summary of what I
just read?

●what is the best summary for the
section ______ ?

⭐

This is important!

Underline key

words or details

❓

I don’t understand

Readers are expected to…

1

2

3

“All Roads Lead to Cuzco”

Purpose for today’s
reading is to…

●evaluate details
to summarize
text in ways that
maintain
meaning and
logical order

16

Content Vocabulary

navel

(ombligo)

refers to the middle or
center of something

se refiere al medio o
centro de algo

person who shapes and

builds things using

stones

persona que da forma
y construye cosas
usando piedras

stonemason

(cantero)

type of cloth or fabric

that people use to

make clothes, blankets,

or other items

tipo de tela o tela que
la gente usa para
hacer ropa, mantas u
otros artículos

textile
(textil)

19

Reading for a Purpose

❏ Read pg 56, P 2
❏ Highlight the meaning of

the name “Cuzco” and its
significance.

❏ Share what you

highlighted with your
partner

❏ Answer the question

whole group

❏ DLO Q 1

20

“Cuzco” means _____ and
is significant in the Inca

Empire because
______________

What does the name

“Cuzco” mean and

what was its

significance in the Inca

Empire?

DOL Q1

22

Reading for a Purpose

❏ Read pg 57, P 3
❏ Highlight the materials

the Inca’s used to build
palaces, temples, and
government buildings.

❏ Share what you

highlighted with your
partner

❏ Answer the question

whole group

23

24

The Inca

used ____ to build their palaces,

temples, and government buildings.

What materials
did the Inca use

to build their

palaces, temples,
and government

buildings?

26

Reading for a Purpose

❏ Read pg 57, P 3-5
❏ Highlight the details that

show what Cuzco is
known for.

❏ Share what you

highlighted with your
partner

❏ Answer the question

whole group

❏ Similar to DOL Q 2

27

Multiple Choice

Which details from page 57 demonstrate the key idea what Cuzco 

was known for?

• Cuzco was a city filled with impressive stone buildings.

• Few commoners ever entered the city, unless invited to a special ceremony or gathering.

• Important government officials came and went from Cuzco, carrying out the empire’s business.

• The Temple of the Sun dominated Cuzco and served as the religious center of the empire.

• Sapa Inca and his family visited The Temple of the sun in Cuzco.

“All Roads Lead to Cuzco”

The details on page 58 (text

and images)supports the

key idea that …

30

Reading for a Purpose

❏ Read pg 58, P 7
❏ Highlight the details that

show the engineering
skills of the Incas.

❏ Share what you

highlighted with your
partner

❏ Answer the question

whole group

❏ Similar to DOL Q 3

31

Complete the graphic organizer.

Everyday Life in the Inca Empire (page 59)

Details

Summary

Detail 1

Detail 2

Detail 3

Commoners lived
in ayllu units in
one-room
rectangular huts
made of adobe
and thatch.

Inca women and
girls made clothing
from llama, alpaca,
and vicuña wool,
dyeing it with
vegetable dyes,
while men and
women wore cloaks
and sandals with
regional patterns.

The government
relocated
conquered groups
from their ayllu
units to different
parts of the empire.

Continue in the next slide

What is the best summary of the text “Everyday Life in the Inca Empire”?

A.

Commoners lived in large, multi-room houses made of wood and glass, with plenty
of windows and comfortable furniture. Clothing was made from synthetic materials
and was uniform across the population.

B.

Inca men and boys were primarily responsible for clothing production, while women
lived in communal ayllu units with shared kitchens. The government encouraged
people to remain in their original ayllu units to promote unity.

C.

Only noble families could wear clothing made from llama and alpaca wool, while
commoners had to wear plain garments. The government allowed conquered
groups to stay in their ayllu units to maintain stability.

D.

Commoners in the Inca Empire lived in simple one-room adobe and thatch huts
within ayllu units. The government relocated conquered groups to position skilled
workers effectively. Besides, Inca men and women wore cloaks and sandals
featuring unique regional patterns.

37

What
weakened
the Inca
Empire?

DOL Q 2

38

What is
paragraph
15 mostly
about?

DOL Q 3

39

What is
Machu
Picchu?
DOL Q 4

DOL Q 5

Summarize
this
paragraph.

The most relevant

details from the

text are…

“All Roads Lead to Cuzco”

What are the most

relevant details from

the section?

Using the most
relevant details,

the best

summary of the

text is…

Complete the graphic organizer.

Everyday Life in the Inca Empire (page 59)

Details

Summary

Detail 1

Detail 2

Detail 3

Commoners lived
in ayllu units in
one-room
rectangular huts
made of adobe
and thatch.

Inca women and
girls made clothing
from llama, alpaca,
and vicuña wool,
dyeing it with
vegetable dyes,
while men and
women wore cloaks
and sandals with
regional patterns.

The government
relocated
conquered groups
from their ayllu
units to different
parts of the empire.

Continue in the next slide

What is the best summary of the text Everyday Life in the Inca Empire”?

A.

Commoners lived in large, multi-room houses made of wood and glass, with plenty
of windows and comfortable furniture. Clothing was made from synthetic materials
and was uniform across the population.

B.

Inca men and boys were primarily responsible for clothing production, while women
lived in communal ayllu units with shared kitchens. The government encouraged
people to remain in their original ayllu units to promote unity.

C.

Only noble families could wear clothing made from llama and alpaca wool, while
commoners had to wear plain garments. The government allowed conquered
groups to stay in their ayllu units to maintain stability.

D.

Commoners in the Inca Empire lived in simple one-room adobe and thatch huts
within ayllu units. The government relocated conquered groups to position skilled
workers effectively. Besides, Inca men and women wore cloaks and sandals
featuring unique regional patterns.

26

Closing

How do relevant

details help readers
to come up with a
summary of a text?

27

Demonstration of Learning

Given an informational

text, students will
correctly evaluate details
to summarize text in
ways that maintain
meaning and logical
order in at least 4 of 5
questions.