Riders (Riders, #1)(106)
And Daryn. Wedged right next to me around our stone circle in Jotunheimen, her cheeks gold with firelight. Daryn a hundred other ways. Memories of her blurring with dreams of her, and yeah. She was right. We made some unwanted history. It’s all I have left of her.
Jode comes back with a bottle of water. He twists the cap off and hands it to me.
“Don’t tell me you already lost my sister?” I say, taking it.
He grins. “Queue for the women’s loo.”
Marcus comes over and joins us. A couple of the cadre instructors who knew me when I was in RASP come over, too. Suarez and Low wander over with a few guys I don’t know. I wish Cory could be here but he’s deployed, like most of the guys in my class who made it through.
The training stories start coming out. One after another. I laugh, listening to my brothers-in-arms. And I imagine what it would be like if I could add my story.
Man, you guys don’t know anything. Talk to me when you’ve taken down a dragon.
Marcus looks at me like he’s read my mind and smiles.
From the corner of my eye, I see my sister. She stands alone in the shadow of a building, watching me with a strange expression on her face.
I go to her right away.
“What’s up, Banana? You look like you just saw a ghost.”
“No … not a ghost,” Anna says. “A girl just came up to me. She looked familiar, Gideon. She said she knew you.”
Adrenaline moves through me in a hot wave. “What was her name?”
“She didn’t say.” Anna holds out her hand. “But she told me to give you this.”
The silver key—the one that hung around Daryn’s neck—rests in her palm.
“Where is she, Anna? Where was she?”
My sister turns. I follow her eyes.
And I’m running.
ACKNOWLEDGMENTS
It takes a team to make a book; I’ve been very fortunate with my team on this one.
Thank you to everyone at Tor Teen for your efforts and your enthusiasm, especially Kathleen Doherty, Amy Stapp, and Melissa Frain. (Mel, I couldn’t have picked a better champion and editor for this story. A banana-free world for you!) Thanks also to Adams Literary for everything you do.
Research was one of the most rewarding parts of writing this novel. It gave me a small window into the lives of real heroes, who were gracious enough to share their experiences and knowledge with me. (Any errors within are, of course, unintentional and mine.) Colonel Andy Juknelis, US Army; Colonel Kyle Lear, US Army; and First Lieutenant Wesley Milligan, US Army: I appreciate every single phone call and e-mail, but more important, I’m so grateful for your service. This world is a better place because of you.
Cheers to Lia Keyes, Katherine Longshore, Lorin Oberweger, Terri Rossi, Pedro Carvalho, Jarrett Jern, and Trish Doller, who all read versions of this story along the way and provided excellent feedback. Taylor McGarry and First Lieutenant John Decker, US Air Force, were also kind enough to give me their input. Sebastian Luna, thank you for letting me borrow your name. It’s such a good one!
Last, but not least, a universe of love and thanks to my family for their patience, understanding, and unconditional support. I’m blessed beyond measure to have each and every one of you in my life. Now … ready for another story?
TOR TEEN READING AND ACTIVITY GUIDE
Ages 13–17; Grades 8–12
ABOUT THIS GUIDE
The questions and activities that follow are intended to enhance your reading of Riders. The material is aligned with Common Core State Standards for Literacy in English and Language Arts (www.corestandards.org); however, please feel free to adapt this content to suit the needs and interests of your students or reading group participants.
Prereading Activities
1. Riders is a work of apocalyptic fiction set in a realistic contemporary setting. “Apocalyptic fiction,” which can be looked at as a sub-category of science fiction, explores events surrounding the end of human existence, or a marked shift or change to human existence as it is known. Examples can be found in the Terminator, Mad Max, and Matrix film series, and in young adult book series including The Maze Runner by James Dashner, The Hunger Games by Suzanne Collins, Divergent by Veronica Roth and The City of Ember by Jeanne DuPrau. Invite students to share the titles of favorite works of apocalyptic literature or cinema, particularly noting which elements of these apocalyptic (or post-apocalyptic) worlds they found most memorable.
2. Discuss with students why they, and others, may find themselves drawn to works of apocalyptic fiction, particularly in terms of events happening in their present-day real world. Have each student select a recent newspaper article and consider how its subject might be a source—or outcome—of an apocalyptic incident. Have students write fictionalized versions of their selected articles including an apocalyptic element.
Supports Common Core State Standards: W.8.3, W.9–10.3, W.11–12.3; and SL.8.1, SL.9–10.1, SL.11–12.1
Developing Reading and Discussion Skills
1. The novel is narrated in first person—present tense and flashback—by Gideon Blake. How do you think this point of view affects what readers learn about Daryn, the other horsemen, Cordero, and the Kindred? Is Gideon a reliable or an unreliable narrator? Explain your answer.
2. Do you think Gideon is right to abandon his family as his adventures begin? Do you think he had any other choice? Why or why not?