Objectives

• Analyse how Yarros constructs power relationships between riders, dragons and military hierarchy in Chapters 1–10, selecting and embedding quotations as evidence.
• Explain how loyalty and betrayal are dramatised through the actions and speech of Xaden Riorson, Dain Aetos and Imogen Cardulo across the novel, distinguishing between the characters' stated motivations and their behaviour.
• Evaluate how Violet Sorrengail's identity is shaped and reshaped by war, loss and her bond with Tairn and Andarna, tracking change across the chapter sequence.
• Write a structured, evidenced analytical paragraph using the point–evidence–analysis model, choosing quotations specific to named moments in the text.
• Construct a full essay argument that sustains a line of reasoning about sacrifice and survival across at least three chapters, using literary terminology accurately and purposefully.

The sequence

1. Lesson 1: Power and Hierarchy: Who Commands Whom in Chapters 1–6

   55 min · ch. 1, 2, 3, 4, 5, 6

   Do now

   In a world where dragons select their riders, the balance of power is complex. While the rider may seem to hold influence, the dragon's will is paramount, often overshadowing their human counterpart. Additionally, the military command structure above both adds another layer, as it can dictate the terms of engagement and control the riders and dragons alike.

   Teacher input

   Model a close reading of the opening of Chapter One, concentrating on the moment Violet walks into the riders' assembly. The narrative voice immediately frames her as physically slight but mentally sharp. Consider how Yarros employs free indirect discourse — 'she was the smallest person in the room but she'd read every strategy manual in the Basgiath library' — to convey that her intellectual strength offsets her physical fragility. Guide students on how to annotate the contrast between institutional power (rank, uniform, lineage) and personal power (knowledge, dragon-bond) and write a sample paragraph on the board that identifies the technique, includes the quote, and analyzes how it shapes the reader's initial impression of Violet.

   Independent task

   Students are required to write one analytical paragraph of at least eight sentences discussing the power dynamic between Violet Sorrengail and Commandant Lilith Sorrengail as presented in Chapters 2 and 3. They need to include at least two direct quotations from these chapters and identify the narrative techniques used by Yarros in each instance (such as free indirect discourse, dialogue, or physical description). The paragraph should conclude with a sentence that ties their analysis to the novel's larger theme of institutional versus personal power. Students will submit their paragraphs on a half-sheet for teacher evaluation.

   Exit ticket

   Write one sentence that completes this claim with evidence from Chapters 1–6: 'Yarros suggests that in the Basgiath War College, real power belongs not to those with the highest rank but to those who _______, as shown when _______ in Chapter _______.'

2. Lesson 2: Loyalty and Its Limits: Xaden Riorson and the Weight of Secrets, Chapters 7–13

   55 min · ch. 7, 8, 9, 10, 11, 12, 13

   Do now

   • What Violet asks: Violet directly questions Xaden about where his loyalties lie.
   • What Xaden actually answers: Xaden avoids the question, giving a vague response that doesn't clarify his allegiances.
   • What the gap between those two things tells you about the nature of loyalty in this novel: This exchange suggests that loyalty is complex and often shrouded in ambiguity, indicating that characters may prioritize personal motives over clear allegiances.

   Teacher input

   In Chapter 10, the moment when Violet observes Xaden's silence during the war council meeting is strikingly conveyed: "he said nothing, and his nothing was louder than any oath I'd ever heard sworn." This line encapsulates a paradox; it presents an oxymoron where silence conveys a more powerful message than spoken words. Through Violet's first-person perspective, we witness her subjective interpretation rather than an objective account of Xaden's actions. This narrative choice demonstrates that Yarros deliberately keeps Xaden's thoughts hidden, mirroring Violet's own uncertainty and leaving readers in a state of ambiguity regarding his true intentions.

   A model analytical sentence might read: "Through the use of limited first-person narration, Yarros illustrates the paradox of silence as expressed in Violet's observation that 'he said nothing, and his nothing was louder than any oath I'd ever heard sworn,' which ultimately affects the reader's trust in Xaden by rendering his true feelings and motivations unclear."

   Independent task

   Students will write two connected analytical paragraphs, each containing at least six sentences, to compare how loyalty is portrayed differently by Xaden Riorson in Chapter 10 and by Imogen Cardulo in Chapter 12. In the first paragraph, they should quote and analyze a specific moment where Xaden displays silence or avoids engagement. In the second paragraph, they need to quote and analyze a moment when Imogen explicitly shows her loyalty to Violet through her words or actions. The two paragraphs must include a linking sentence that presents a comparative statement about which character Yarros depicts as more genuinely loyal, while also addressing the uncertainty for the reader. Students will submit both paragraphs on a single sheet.

   Exit ticket

   In no more than three sentences, explain why Yarros chooses to show Xaden's loyalty through silence and omission in Chapter 10 rather than through direct declaration, and what effect that choice has on the reader's sympathy for him.

3. Lesson 3: Identity Under Pressure: Violet, Tairn and Andarna, Chapters 14–18

   55 min · ch. 14, 15, 16, 17, 18

   Do now

   Take a look at the list of adjectives Violet uses to describe herself in Chapters 1, 9, and 14. Choose one from each chapter and jot them down. Then, write a sentence explaining what the change—or lack thereof—in her self-description reveals about how war is transforming her identity by the midpoint of the novel.

   Teacher input

   In Chapter 15, as Violet flies with Andarna, her self-reflection reveals a profound transformation: "I was not the girl who had walked into Basgiath. I was not sure I was a girl at all anymore — I was something forged." The term "forged" serves as a powerful metallurgical metaphor, resonating with the novel’s overarching dragon-and-war imagery. This choice of word suggests that identity is shaped through intense experiences—akin to metal being crafted under extreme heat and pressure—rather than being something inherent. The syntactic shift from the negation of "I was not" to the uncertain affirmation of "I was something" illustrates Violet's struggle with her sense of self. This instability reflects her evolving identity, emphasizing that who she is becoming is a product of her trials rather than a fixed state. Thus, this passage encapsulates the theme of identity as a dynamic construct, forged through adversity rather than simply given.

   Independent task

   Students are required to write one extended analytical paragraph of at least ten sentences that explores how Yarros portrays Violet's connection with Tairn and Andarna in Chapters 14–18 to illustrate that identity during wartime is collective rather than individual. They should include at least one quote from the flight or battle sequences in these chapters, where Violet's thoughts and the responses of Tairn or Andarna alternate rapidly. Additionally, they need to identify the structural technique being used, such as free indirect discourse that shifts between consciousnesses or short declarative sentences that mimic the urgency of their bond. Finally, they must analyze what this technique reveals about the boundaries between self and other in the novel. After writing, paragraphs will be submitted to receive written feedback.

   Exit ticket

   Write one full sentence arguing whether the metaphor of being 'forged' in Chapter 15 presents Violet's changed identity as something positive, something lost, or something more complicated than either — and give one piece of evidence from Chapters 16, 17 or 18 to support your claim.

4. Lesson 4: Betrayal and Its Consequences: Dain Aetos and the Cost of Choosing a Side, Chapters 19–22

   55 min · ch. 19, 20, 21, 22

   Do now

   Dain Aetos chooses to align himself with the enemy in Chapters 19–21, which could be interpreted as a betrayal of his comrades. Is it possible to view this decision as an act of loyalty to a different cause, such as a greater good or a personal vendetta?

   Teacher input

   Model a close reading of the confrontation scene in Chapter 21 between Violet and Dain, particularly the moment Dain states: "I did what I was ordered to do. That has always been enough." Analyze the passive construction in "what I was ordered" as a means for Dain to deny moral agency. The use of "always" indicates that this self-justification is a long-term rationale, not just a reaction to the current situation. Additionally, note how Yarros depicts Violet's silence after this line, described simply as "she looked at him until he looked away," as a more significant moral judgment than any rebuttal could provide. Teach students how to craft an analytical sentence that identifies the grammatical technique, includes the quote, and discusses its thematic significance.

   Independent task

   Students will write two analytical paragraphs, each containing at least seven sentences, to support a specific interpretation of Dain Aetos as a character. In the first paragraph, they need to argue that Dain's actions in Chapters 19–21 represent a true betrayal of Violet and the bond with the riders. They must include at least two quotations to back up their argument. In the second paragraph, they should present the opposing viewpoint, suggesting that Dain's actions stem from a misguided but coherent loyalty to the military institution. This paragraph must include at least one quotation from Chapter 22 that clearly reveals his motivation. Each paragraph should conclude with a final sentence that indicates which interpretation the novel's structure aligns with. Students will submit both paragraphs.

   Exit ticket

   In two full sentences, explain what the grammatical construction of Dain's line 'I did what I was ordered to do' reveals about how Yarros uses language to show a character avoiding moral responsibility, and why that matters to the novel's argument about war.

5. Lesson 5: Sacrifice and Survival: Writing a Sustained Argument Across Chapters 23–25

   60 min · ch. 23, 24, 25

   Do now

   Read the final paragraph of Chapter 25. Write two sentences: one that points out the image or phrase Yarros uses to conclude, and another that discusses what this ending suggests about whether survival in this novel is portrayed as a triumph, a tragedy, or something more complex.

   Teacher input

   To craft an essay introduction addressing the question "How does Yarros present sacrifice as the price of survival in Onyx Storm?" particularly in the closing chapters, we first need to develop a thesis that articulates a clear and debatable argument. Instead of stating the obvious, such as "Yarros shows that sacrifice is important," we should aim for something more specific, like: "In Chapters 23–25, Yarros portrays sacrifice not as a noble choice, but rather as the gradual loss of identity that war enforces, especially evident in the moment when Violet witnesses Brennan prioritize the mission over his own safety in Chapter 24."

   Now, let's structure this into an opening paragraph. We begin by introducing the topic of sacrifice in the context of survival, then pinpoint the three chapters we’ll explore. This sets the stage for our analysis. Next, we’ll hint at the literary techniques we’ll examine—imagery, dialogue, and structural juxtaposition. Finally, we’ll conclude the paragraph with a statement that outlines what the essay intends to demonstrate.

   Here’s an example of what that introduction might look like:

   In Yarros' Onyx Storm, sacrifice emerges as a crucial theme that underscores the harsh realities of survival. This essay will focus on Chapters 23–25, where Yarros intricately weaves sacrifice into the narrative fabric. Rather than presenting it as a heroic choice, she illustrates it as the slow erosion of self that war inevitably brings. This is most poignantly captured in the moment when Violet observes Brennan opting for the mission, prioritizing it over his own safety in Chapter 24. Through the use of imagery, dialogue, and structural juxtaposition, this essay will demonstrate how Yarros reveals the profound impact of war on personal identity and the true cost of survival.

   Independent task

   Write a comprehensive analytical essay of 600–800 words that addresses the question: "How does Yarros use the events of Chapters 23, 24, and 25 to present sacrifice as the defining cost of survival in Onyx Storm?" Your essay should include: an introduction with a clear thesis statement that presents a specific, arguable claim about Yarros's approach, rather than merely stating her theme; a first body paragraph analyzing the moment in Chapter 23 when Violet makes a tactical decision that results in a direct cost to another character — include the line that registers this cost and analyze the narrative technique used to express it; a second body paragraph examining Brennan Sorrengail's choice in Chapter 24 and what his dialogue in that scene reveals about how the novel contrasts individual sacrifice with collective survival — incorporate at least one direct quotation and identify the technique; a third body paragraph discussing the final image or exchange in Chapter 25 and arguing what it suggests about whether survival is depicted as worth the price paid — again, quote and name the technique; and a conclusion of three to four sentences that revisits your thesis and articulates what the novel overall — not just these three chapters — implies about the connection between sacrifice and survival. Essays are due at the end of the lesson and will be graded according to the rubric.

   Exit ticket

   Write one full sentence that completes your essay's argument in a way you did not manage to fit into the conclusion: what is the one thing about Yarros's treatment of sacrifice in Chapters 23–25 that your essay gestures at but does not fully prove, and what single piece of evidence from anywhere in the novel would you use to prove it if you had another paragraph?

Activities

Assessment

• Lesson 1 exit ticket: student can name a specific technique Yarros uses to establish power and embed a chapter reference as evidence, showing they can move from reading to analytical claim.
• Lesson 2 paragraph hand-in: marker checks whether the student distinguishes between Xaden's performed loyalty (silence, omission) and Imogen's explicit loyalty, and whether quotations are embedded rather than dropped in.
• Lesson 3 exit ticket: student takes a position on the 'forged' metaphor and supports it with evidence from Chapters 16–18, showing they can sustain an interpretive argument beyond the modelled passage.
• Lesson 4 paragraph hand-in: marker checks whether the student can steelman Dain's position using Chapter 22 evidence without abandoning their own interpretive position — a measure of critical flexibility.
• Whole-class loyalty debate (Activity 4): teacher listens for whether students cite specific chapter numbers and named moments rather than general plot summary, and gives live oral feedback before the written paragraph.

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.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.6 — Analyse a case in which grasping a point of view or cultural experience requires distinguishing what is directly stated from what is really meant.
• 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) — Develop a thesis that makes a defensible claim about an interpretation of literature and explains a line of reasoning.
• Figurative Language (FIG-1) — Explain the function of figurative language in a literary text, including metaphor, paradox and oxymoron.
• Narration (NAR-1) — Explain the function of point of view, including limited first-person narration and free indirect discourse, and its effect on meaning.
• Character (CHR-1) — Explain the function of contrasting characters and how their choices illuminate the text's central ideas.
• Evidence and Commentary (LAN-1.E) — Select and use relevant evidence and commentary to develop and support a literary argument.

AQA

• AO1 — Read, understand and respond to texts, maintaining a critical style and developing an informed personal response.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• 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, including the effects of language, form and structure.
• AO5 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.