Central Text
The Ruby in the Smoke
What We're Learning
Our current focus and essential questions
Unit 2 • Weeks 1–10 • Started January
How can we separate fact from fiction?
Essential Question
How can we separate fact from fiction?
Key Concept
Creativity
Related Concepts
Genres, Point of View, Setting
Global Context
Orientation in Space and Time
Assessment Criteria
Criteria A, C & D
What We're Exploring
Using Philip Pullman's The Ruby in the Smoke as a central text, this unit guides students through a structured inquiry into how creative works can illuminate our understanding of the past and its profound connection to the present.
By exploring the conventions of the genre, the historical context of Victorian London, and enduring social issues, students will develop critical analytical and communication skills.
Statement of Inquiry: Writers of the genre of historical fiction can shed light on our orientation in space and time by using setting creatively to help us better understand and learn from the events which have shaped history.
Students will learn to:
- Identify and analyze conventions of historical fiction as a genre
- Understand how setting shapes narrative and character
- Explore how historical fiction balances fact and imagination
- Create original historical fiction concepts that blend genres thoughtfully
Current Assignments
Click on any assignment for full details and instructions
Parent Corner
How you can support your student's learning at home
Supporting Your Grade 7 Reader & Writer
Partnership between home and school helps students thrive
Discuss Historical Fiction
We're reading The Ruby in the Smoke by Philip Pullman, set in Victorian London. Ask your child what they're discovering about the era and how the author blends fact with fiction. What surprises them about life in the 1870s?
Explore Genre Together
Historical fiction is everywhere—films, TV shows, and books. When watching or reading together, talk about what's historically accurate versus what's invented for the story. This builds the critical thinking skills we're developing in class.
Support Research, Don't Do It
The summative assignment requires historical research. Help your child access resources (library databases, reliable websites) but let them do the searching. Ask guiding questions: "How do you know that source is reliable?" rather than finding answers for them.
Value Creativity Over Perfection
The goal of our current assignment is genuine thinking and creativity—a "perfect" packet with shallow analysis will score lower than a thoughtful packet with minor polish issues. Encourage risk-taking and original ideas.
Questions or Concerns?
Please reach out via the Edufit Parents app. I check messages daily and will respond within 24 hours on school days. I'm here to support both you and your student!