Objectives

• Analyse how Yarros constructs Violet's identity in Chapters 1–3 through physical vulnerability, maternal pressure, and first-person voice.
• Analyse how the power hierarchy at Basgiath is established and challenged through language, setting, and character interaction in Chapters 4–12.
• Evaluate how Yarros uses the Xaden–Violet dynamic to explore loyalty and betrayal across Chapters 13–23, selecting and interpreting textual evidence.
• Write a fully evidenced analytical paragraph that tracks the development of a named theme (survival, power, or betrayal) across at least two chapters.
• Analyse how the Resson climax and Chapter 25 revelation function as a structural and thematic turning point, connecting the novel's romantic and political plots.

The sequence

1. Lesson 1: Who Is Violet Sorrengail? Identity, Vulnerability, and Voice in Chapters 1–3

   60 min · ch. 1, 2, 3

   Do now

   On a sticky note, jot down one word that captures how you think the protagonist of a fantasy war-college novel will be introduced. Hold onto it. You'll revisit it at the end of the lesson to see if Yarros lived up to or challenged your expectation.

   Teacher input

   Model a close reading of the opening paragraph of Chapter 1 — 'I've always been good at keeping secrets' — highlighting how the first-person present-tense narration places Violet in a dual role as both insider and outsider. Note the tension between her self-description ('delicate,' 'silver-haired') and the military context of the setting. This contrast demonstrates how Yarros employs lexical differences to reveal identity in a precarious situation, even before any plot events unfold.

   Independent task

   Students revisit the moment in Chapter 2 when Violet steps onto the Parapet and figures out her path across it. They will compose one analytical paragraph (using the PEEL structure or a similar format) arguing whether the Parapet crossing portrays Violet mainly as physically vulnerable or intellectually powerful. They are required to include at least two quotes from Chapter 2 and one from Chapter 3, ensuring that their topic sentence mentions both Violet and the technique being analyzed.

   Exit ticket

   Yarros's use of first-person present-tense narration in the Parapet scene of Chapter 2 creates a sense of immediacy and personal connection that third-person past tense lacks.

2. Lesson 2: Kill or Be Killed: Power, Hierarchy, and the Rules of Basgiath in Chapters 4–8

   60 min · ch. 4, 5, 6, 7, 8

   Do now

   Read this sentence from Chapter 4: upperclassmen have the right to kill first-years. Without looking anything up, write two questions this rule raises about the society Yarros has created. Be specific — asking 'why is this allowed?' isn't detailed enough; instead, consider something like, 'who gains from a rule that permits the strong to eliminate the weak before forming bonds?'

   Teacher input

   Model how to read the Threshing build-up in Chapter 6 as a power-mapping exercise. On the board, highlight the moment when Xaden steps between Violet and the group of hostile cadets — not to protect her, but to assert control. This scene illustrates how Yarros employs physical blocking, dialogue tags ('he said, not asked'), and Violet's internal thoughts to show that power at Basgiath is never kind, even when it seems that way.

   Independent task

   Students will create a power map of Basgiath based on Chapters 4–8. They need to position at least six named characters or groups (e.g., Xaden, Dain, Lilith, Jack Barlowe, Tairn, first-year cadets) along a vertical axis, ranking them from most to least institutional power. Each position should be annotated with a quoted phrase from the corresponding chapter. Below the map, they will write two sentences discussing which character's power is the most unstable and the reasons behind it.

   Exit ticket

   Before: > Name one moment in Chapters 4–8 where Violet gains power and one where she loses it. One sentence each, with chapter number.

   After: > Identify a moment in Chapters 4–8 when Violet gains power, and another when she loses it. Provide one sentence for each, including the chapter number.

3. Lesson 3: Dragon Bonds and Human Bonds: Loyalty and Its Costs in Chapters 9–15

   60 min · ch. 9, 10, 11, 12, 13, 14, 15

   Do now

   Tairn chooses Violet in Chapter 10, and Andarna bonds with her as well. Name three adjectives Yarros uses to describe Tairn in this scene, along with three for Andarna. What does the difference reveal about what Violet seeks from each relationship?

   Teacher input

   Model a comparative close reading of two short passages: Tairn's first direct speech to Violet in Chapter 10 ('You are mine to protect') and Xaden's warning to Violet in Chapter 13. Annotate how both characters employ possessive and conditional language to express loyalty, yet the power dynamics in each speech act are distinct—Tairn's is contractual, while Xaden's is transactional. Guide students on crafting a comparison that goes beyond merely listing similarities and instead argues for a connection between the two.

   Independent task

   Students are tasked with writing a comparative analytical paragraph based on this prompt: 'In Chapters 10–15, Yarros suggests that loyalty is always a form of control. How far do you agree?' They should reference at least two of the following characters: Tairn, Xaden, Dain, Liam Mairi, and Rhiannon Matthias, and include quotes from at least two different chapters. The paragraph should conclude with a counter-argument in the final sentence.

   Exit ticket

   Tairn shows loyalty to Violet by being fiercely protective of her because he believes she is worth fighting for, while Xaden's loyalty is more strategic, as he supports her to ensure their mutual survival.

4. Lesson 4: Secrets, Signet Powers, and the Erosion of Trust in Chapters 16–23

   60 min · ch. 16, 17, 18, 19, 20, 21, 22, 23

   Do now

   Yarros's use of short sentences and interrupted dialogue heightens the tension and disorientation of Violet's discovery, immersing the reader in her shock and betrayal.

   Teacher input

   Model how to track the theme of betrayal as a structural device across Chapters 16–23 by annotating the War Games sequence in Chapter 22—specifically the Cliffs of Dralor scene where Violet and Xaden are reluctantly paired together. Illustrate how Yarros employs dramatic irony (the reader suspects Xaden knows more than he reveals) through free indirect discourse: Violet's narration conveys Xaden's dialogue, but the disconnect between his words and actions reveals the underlying betrayal. Annotate three specific lines.

   Independent task

   Students are tasked with crafting a structured analytical response consisting of three paragraphs, totaling 250–350 words, addressing the question: 'How does Yarros use the relationship between Violet and Xaden in Chapters 16–23 to explore the theme of betrayal?' The first paragraph should concentrate on language, the second on structure or narrative technique, and the third should assess whether the betrayal appears to be inevitable or a choice, including evidence from at least two chapters within this range.

   Exit ticket

   What is free indirect discourse? Provide a definition in your own words and point out one line from Chapters 16–23 that demonstrates its use by Yarros.

5. Lesson 5: The Venin, the Wards, and the Price of Truth: Chapters 24–25 as Structural Turning Point

   60 min · ch. 24, 25

   Do now

   Sure! Here’s a humanized version of your text:

   ---

   Reflect on what you understood about the venin at the beginning of Chapter 1 compared to what you know now at Chapter 24. How has Yarros managed the flow of this information? Identify at least one chapter where a hint was dropped.

   ---

   This revision maintains the original meaning and structure while sounding more natural.

   Teacher input

   Model a structural analysis of the final two chapters as a dual climax—one romantic (Xaden's confession) and one political (General Lilith's concealment of the failing wards). In Chapter 25, annotate how Yarros keeps Brennan Sorrengail's survival a secret, paralleling the venin conspiracy. Argue that the novel's structure relies on layered concealments that are revealed at the same time. Illustrate how the final chapter features shorter sentence lengths as the pace of revelations quickens—a technique of syntactic mimicry.

   Independent task

   Students are required to compose a complete examination-style response (400–500 words) to the prompt: 'In Chapters 24 and 25, Yarros highlights the cost of survival as the loss of trust. Analyze how she conveys this.' In their responses, they must: mention at least three characters (Violet, Xaden, and one of Lilith / Brennan / Liam); include quotes from both chapters; identify at least one structural or narrative technique by name; and conclude with their assessment of whether the novel's ending feels hopeful or devastating.

   Exit ticket

   The revelation about Brennan in Chapter 25 reshapes Violet's family's understanding of survival, highlighting that it has always been about more than just physical endurance. It underscores the emotional and relational sacrifices they've made, emphasizing that true survival involves maintaining connections and hope against the odds.

Activities

Assessment

• Exit ticket Lesson 1: checks whether students can articulate the effect of first-person present-tense narration on reader positioning — looking for a named effect, not just a description of the technique.
• Exit ticket Lesson 2: checks whether students can identify a specific moment of power gain and loss in Chapters 4–8 with chapter-level precision — looking for named characters and events, not generalisations.
• Exit ticket Lesson 3: checks whether students can distinguish between Tairn's contractual loyalty and Xaden's transactional loyalty using causal reasoning — looking for the word 'because' used analytically, not just grammatically.
• Exit ticket Lesson 4: checks whether students have understood free indirect discourse as a technique — looking for a working definition and a correctly identified example from Chapters 16–23.
• Lesson 3 independent paragraph: marked for whether the counter-argument is genuinely evidenced or merely gestured at — looking for a quote that complicates the student's own argument.
• Lesson 4 three-paragraph response: marked for whether the structural paragraph names and explains a technique rather than retelling plot — looking for terms such as dramatic irony, free indirect discourse, or narrative withholding used with textual support.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, irony, understatement).
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of character in a literary text, including how characters develop, interact, and contribute to the meaning of the work as a whole.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including how they contribute to meaning and tone.
• Narration (NAR-1) — Explain the function of point of view, narrative persona, and narrative reliability in a literary text.
• Structure (STR-1) — Explain the function of structure in a literary text, including how an author sequences events and controls the release of information.
• Character (CHR-1) — Analyse how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

AQA

• AO1 — Read, understand and respond to texts; students should be able to maintain a critical style and develop an informed personal response, using textual references including quotations to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received (romantasy genre conventions; BookTok publishing context; New Adult fiction).
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to Yarros's use of first-person narration, structural withholding, and genre hybridity.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including the 2023 romantasy publishing landscape and the novel's engagement with power and gender.