The document provides details of a lesson on summarizing an extended response question about a visit to a gorilla sanctuary. It includes the lesson objectives, assessment objectives, a sample question, examiner advice, and a sample response. The lesson teaches students how to identify the key points in the question, discuss the marking rubric, incorporate examiner feedback, and write a letter summarizing the key details from the passage in 3 paragraphs addressing the three bullet points provided.

1. WEEK 7, SEMESTER 1
TOPIC: PAPER 1, QUESTION 3 EXTENDED
RESPONSE
BY MS MEHALA

2. LESSON OUTLINE
1. LESSON OBJECTIVES
2. KEY ASSESSMENT OBJECTIVES
3. MARKING RUBRIC
4. SAMPLE QUESTION ANALYSIS
5. EXAMINER’S ADVICE/EXAMINATION
TECNIQUES
6. SAMPLE QUESTION/ANSWER/FEEDBACK
7. GOOGLE FORM

3. At the end of the lesson, the students will be able to
1. identify and discuss the key reading skills/objectives in answering Extended Response
question.
2. discuss and respond to extended response marking rubric.
3. verbally respond to the examiner’s advice on answering extended response question.
4. list down features of writing an informal letter.
5. read Text C ‘A Visit to the Gorilla Sanctuary’, and skim the text for main ideas and
scan it for details to be developed into main ideas based on the 3 bullet points in the
question.
6. discuss the main points and the development of the details based on the marking
scheme provided.
7. Write an informal letter of 250 to 350 words based on the points discussed.

4. ASSESSMENT OBJECTIVES

5. Marking Rubric

6. LEVEL 5: 13-15 MARKS (READING)

9. LEVEL 5: 9-10 MARKS (READING)

11. Examiner Advice
 For the full marks out of 10 for Writing you need to show that you have
structured your answer, sequenced your ideas, and used ‘a wide range of
original and appropriate language’.
 The more REALISTIC and GENUINE the better!

12.  The text for this question will probably contain a description of a
person or place or both.
 To do well, you will need to be sensitive to the atmosphere being
created and to show appreciation of the feelings of any characters
in your response.
 This means watching out for details and picking up on clues in the
passage as you read.

13.  In this question, you are going to be rewarded not only for identifying
relevant material in the passage but also for development of
those ideas and use of supporting detail.
 Some ideas might be quite subtle and implied. This means that you
will need to use any clues and details you notice when you are
reading in order to write a convincing response.

14.  If you are aiming to score the full 15 marks available for reading in
this question, it will not be enough to just repeat details you have
read .
 The more you can adapt and rephrase the details from the
passage to suit the task you have been set, the more likely you are
to score well for reading.

15.  If any detail is relevant, USE it!
 However, there may be some parts of the passage which you can
ignore because they are NOT covered by the question.
 Do not DRIFT away from the text. Everything you write must be
directly connected to the passage and be supported by references
to it.

16.  Obviously, it is important that the examiners can
READ your work so you need to make sure that your
writing is legible.
 You won’t get any marks for how it looks in terms of
layout though.

17. ■ Using words or phrases from the passage here
and there when you are giving details within
your answer is fine.
■ DO NOT copy BIG chunks of text as that will
NOT show your understanding of the text.
■ You should try to use YOUR OWN WORDS as far
as possible.
■ Make your writing as REALISTIC as possible.
■ Don’t forget that you are writing should be in
continuous prose so you should be using
paragraphs.

18. ■ The bullet points are to remind you what
should be included, use them to check you
have covered what is required.
■ These bullet points can also help you to
STRUCTURE your answer.
■ Your response from the passage should be
put into the APPROPRIATE BULLET POINT
and NOT be repeated.
■ Remember to give an EQUAL amount of
writing to each of the BULLET POINTS given.

19. ■ Before you start writing, you will need to decide on the appropriate
TONE to use – you will decide this based on your AUDIENCE and
WHY you are writing. You might even be writing in a character
from the text.
■ You can expect that you will have to write in a reasonably FORMAL
style - this is after all an English exam!
■ It is NOT a good idea to use SLANG . Even if the task is to write a
letter to a relative, it will be someone distant or older, such as an
uncle whom you haven’t met recently so this should still be
FORMAL.
■ If a task asks for a report to your fellow learners, it will be official
or for a publication in the school magazine. It is really important to
remember WHO you are writing for and to address them
DIRECTLY imagining this is a REAL situation (as far as possible).

20. INFORMAL
LETTER

24. Extended Response Reading: Gathering
Information
Imagine you are the writer’s friend, Lary. Write a letter to a member of your family after your visit to the
gorilla sanctuary.
In your letter you should:
• make the chimps and gorillas sound interesting and lovable;
• give your impressions of Mark and of Madame Yvette;
• persuade your family to support the work of the sanctuary.
Base your letter on what you have read in Text C, but be careful to use your own words.
Address each of the three bullet points. Begin your letter with Dear ..............
Write about 250 to 350 words.
Up to 15 marks are available for the content of your answer and up to 10 marks for the quality of
your writing

25. POINT, DETAILS, DEVELOPMENT
KEY PART OF
THE QUESTION
( BULLET POINT
1)
POINT DETAILS DEVELOPMENT

26. POINT, DETAILS, DEVELOPMENT
KEY PART OF
THE QUESTION
( BULLET POINT
2)
POINT DETAILS DEVELOPMENT

27. POINT, DETAILS, DEVELOPMENT
KEY PART OF
THE QUESTION
( BULLET POINT
3)
POINT DETAILS DEVELOPMENT

30. ■ 1. The role you should write in
■ 2. The material you should use in your
writing
■ 3. The form of writing you should create
■ 4. The audience for your writing
■ 5. The purpose of your writing
■ 6. The precise topics you should include in
your writing
■ 7. A reminder that you must only use
material from the Passage
■ 8. A reminder that you should not copy out
whole sentences
■ 9. A reminder that you answer must be
balanced
■ 10. An opening sentence
■ 11. A word guide
■ 12. A reminder that the task is mainly
testing your understanding of what you
have read
■ 13. A reminder that there are some marks
for how you write your answer

32. Text C - A visit to a gorilla sanctuary
In this passage, the writer recounts his visit, with his friend Lary, to a gorilla sanctuary in the Republic of
Congo, which is run by Yvette Leroy.
A young man sprawled in a wicker chair. A small chimpanzee, wearing a nappy, clung to his chest.
‘Hi,’ he said, somnolent with motherhood. ‘Yvette is expecting you. I’m Mark and this is Max. He’s a young pygmy
chimp.’
Max, hearing his name, detached a long black right arm from the hugging position and, with the delicate fingers
of a dark-brown hand, tousled Mark’s hair.
‘This is the first pygmy chimp I’ve ever seen,’ said Mark, easing Max’s thumb out of his ear.
‘They’re very rare. They live only in Zaire, south of the river. He was brought in by the Forest Service. Someone
was trying to sell him as a pet in the market. It’s the babies we get – almost always gorillas. The hunter in the
forests kills the mother and takes the baby back to his village for the children to play with. Very occasionally
one is rescued and is sent to us, but it’s hopeless. They arrive with machete wounds, dehydrated with
dysentery, their stomachs full of earth they’ve scraped up in the village because they’re starving, parasites of
all kinds. And gorillas are sensitive, full of emotion – they’ve watched their mothers die in front of them,
they’re traumatised, and if they don’t die of disease, they die of grief. They just lose the will to live, they
refuse to eat. Twenty seven gorillas have arrived in the last two years and only four are still alive.’

33. ‘And pygmy chimps?’ asked Lary. ‘Do they die of grief?’
‘Not yet,’ said Mark, putting one arm round Max and stroking his back with the other. ‘I’m treating him for
parasites, but otherwise he’s in good shape. He seems much more intelligent even than a common
chimpanzee, an ordinary chimp of his age, much more sociable. Very little’s known about pygmy chimps.’
‘Are you a zoologist?’ asked Lary.
‘No, but I’d like to be. I’m here to set up a new gorilla orphanage for a friend in the grounds of Brazzaville zoo.
We’ll have a proper vet, everything. We’ll establish a breeding colony and then release them somewhere
safe.’
Mark stood up. ‘We must find Yvette. This is the one day of the week when she has enough staff to let Magne
out of his cage. He’s her three-and-a-half-year-old gorilla. He’s lively.’ He paused, extracting Max’s right foot
from his shirt pocket. ‘See – pygmy chimps have a web between their second and third toes, they weigh
twenty per cent less than common chimps, their hair is blacker, their faces are rounder, their ears are
smaller and they don’t go bald.’
Mark opened a steel-grilled door and we entered a room full of couches and cushions; children’s toys were
strewn across the floor. A Bantu girl in a red dress lay on a bed in a corner, watching a television on the
shelf opposite her; a very small, very still gorilla snuggled against her stomach.

34. At that moment Magne’s knuckles arrived on my thighs, followed by his big black man-like feet, as
his hands moved up to grip my shoulders.
‘Good boy,’ I said, made stupid by the weight, the solidity of him, the rank musk of his bristly chest
hair. I put both hands up and pushed with all my strength against the surge of muscle; without
effort he pressed closer, brought his shiny black face close up to mine and opened his mouth. I
was conscious of two up upper canines, as big as marlin spikes, a pink cavern and tongue,
grinders, spit, a smell as sweet as cow’s breath; and then he bit my ears, carefully, first one
side and then the other, growling maniacally the while, a growl which varied in pitch and tempo,
as though he were engaged in a very fast, aggrieved conversation with himself.
Satisfied that he had improved my manners and taught me not to stare, Magne paused and looked
about his kingdom.

35. ‘This is Albertine Ndokila,’ said Mark, introducing us. ‘She looks after one very sad, sick gorilla,
eighteen months old’.
The inner door swung open and Madame Yvette Leroy swept into the room with two baby gorillas
hanging from her. ‘Quick!’ she said. ‘Bring some chairs! The guards are about to release Magne in
the garden. He’s lively! Sit quietly, stay in your chairs and – whatever you do – don’t look into his
eyes. Gorillas never stare at each other. It’s a threat.’
There was the sound of a bolt being drawn back, the clang of a cage door, a short, sharp, barking
scream, a rumbling noise on the concrete, and round the corner came Magne on all fours, in a
hunched, scooting gallop. Big and grey, Magne slapped Yvette on the back, detached the two
screaming baby gorillas, roughed them up a bit, banged his chest, tore at the grass and with a
sideways glance moved towards the newcomers, us.
‘He’s jealous,’ said Yvette, still out of breath from her blow on the back. ‘He’s jealous of my new
babies.’

36. What I need to write… What I can use from the item…
• make the chimps and gorillas
sound interesting and lovable;
• give your impressions of Mark
and of Madame Yvette;
• persuade your family to
support the work of the
sanctuary.
- Wearing nappy (childlike)
- They hug you (affectionate)
-They’re strong but fair
- Delicate
- Rare
- They’re like humans
- Mark is passionate, calm, relaxed,
caring, determined, wants to be a
zoologist, knowledgeable
- somnolent with motherhood (tired,
caring people)
- Rare breeds
- The animals are endangered (give
examples!)
-They feel emotions (sensitive)
- Powerful description of Magne
- have routines/behaviour patterns/culture
- Madame Yvette is in charge, crazy,
enthusiastic, maternal, passionate,
excited, strong, confident, impulsive,
different to Mark!
- The animals die of disease or grief
- They’re understaffed
They need to extend, employ a ‘proper
vet’

37. What a weak answer looks like
■ Retold like a story
■ Underdeveloped or missing prompt
■ Did not distinguish between pygmy chimps and gorillas
■ Forgot to refer to Magne
■ Concentrated on ‘lovable’ and were unable to produce reasons for ‘interesting’
■ Confused the present sanctuary with plans to build an orphanage somewhere else
in the future
■ Were too vague about Mark and Yvette
■ Did not re-structure the material
■ Did not use the animals’ trauma as a persuasive device to elicit support for the
sanctuary

38. What a strong answer looks like
■ Sustained a convincing voice throughout
■ Integrated supporting detail carefully
■ Began with a short introduction before moving on to the main purpose of
the letter to make it more believable
■ Included personal reactions to what they saw on their visit and avoided
simply re-telling
■ Observed the differences in character between Mark and Yvette and
supported with detail
■ Were persuasive in making the work of the sanctuary sound worthwhile and
providing specific and practical suggestions for supporting it

39. There are three parts to a good answer, all addressed equally well
A: Interesting and lovable
The pygmy chimp is like a baby, wears a nappy, has attractive features, is more intelligent and
than other types of chimp. Note the additional paragraph that gives information about pygmy
chimps – e.g. that they are not bald.
Magne has a strong character, is more loud than really harmful and shares human characteristics
as need for affection, jealousy and pride – and he is ‘lively’, (good candidates may give a gloss on
this).
B: Impressions of Mark and Yvette
Candidates will comment on Mark’s quiet courteousness and contrast it with Yvette’s energy and
of the dramatic (‘swept’ into the room, and the way she talks). Credit any legitimate ideas.
C: Work of the sanctuary
Good candidates will persuade by making the work sound worthwhile, i.e. saving the animals,
hunters’ cruelty. Support would be commitment. Giving money might sponsor an animal and go
some way to providing personnel for one-to-one care and providing veterinary assistance.
Candidates may mention promoting schemes to return the animals to the wild, or even the cost
nappies!