“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?
3. Here, Gideon says that, “Setting goals is how I do things.” Do you identify with Gideon’s strategy? How do you get things done in your life?
4. In Chapter 44, Gideon realizes he is talking not to Cordero but to Malaphar. Does this change your experience of reading the novel? In what ways?
5. What are the names and powers of each of the four horsemen? Describe moments in the novel when each of them endangers himself (and others) by his inability to understand or master his power? What unique interpretation of the meaning and use of powers does Sebastian offer? Might this be related to the sacrifice he makes at the end of the novel? Why or why not?
6. Why doesn’t Daryn want to pursue a romantic relationship with Gideon? If you were her friend, what advice might you offer her about her reasoning? Have you ever worried about the risks of getting to close to a person? Why and what conclusions did you reach?