Review + Teachers’ Notes: ‘Go Go and the Silver Shoes’

An excellent sparkly story of 1 independently minded little woman, and the sudden, valuable ways life typically works.

Title: ‘Go Go and the Silver Shoes’
Writer:  Jane Godwin
Illustrator: Anna Walker
Writer: Penguin Books Australia
Age Vary: early childhood, lower main.
Themes: siblings, household, individuality, character, creativity,
Awards: CBCA Picture E-book of the Yr: Notable guide 2019; Australian Ebook Business Awards 2019: Longlisted Youngsters’s Picture E-book of the Yr; Queensland Literary Awards 2018: Shortlisted Youngsters’s Ebook.

Anyone else ever hug a ebook that they love and adore? A kindergarten baby just lately pointed out to me that I do this in library lessons and once I considered it I realised he was certainly right, I do generally tend to embrace an adored ebook when I’m selling it to a category…probably a librarian trait? I do distinctly keep in mind grabbing ‘Go Go and the Silver Shoes’ and hugging it once I first spied it in a field of latest books for the library – ever-excited for an Anna Walker and Jane Godwin collaboration. I have now learn ‘Go Go and the Silver Shoes’ properly over thirty occasions and I still feel the have to hug it each and each time I end it. It’s a chic instance of image e-book perfection and it’s endearing characters and beautiful, quirky storyline deliver the reader monumental joy – one can’t assist but fall in love with this e-book.

Primary character Go Go is a fiercely unbiased woman who hops alongside to the beat of her personal drum. With three older brothers and loads of hand me down garments in her life, she has created her own distinctive type. One very thrilling day she gets a brand new pair of tremendous sparkly footwear that she merely adores and she wears them in all places, even adventuring in creeks together with her brothers (towards her mom’s recommendation). One among Go Go’s fabulously sparkly footwear is misplaced in the creek, and whereas at this point my very own youngsters would have sobbed…Go Go exhibits resilience, creativity and inventiveness in the face of such a shoe tragedy and in the finish is nicely and really rewarded for her grit!

I used to be so happy to see ‘Go Go and the Silver Shoes’ on the CBCA Picture Guide notable listing. While it might just have easily sat on the CBCA Early Childhood notable record, as it’s definitely written for a younger viewers, it is most at house on the Image E-book listing as an exemplary example of a classy interplay of textual content and illustrations for younger and previous alike.

Click on title hyperlinks or cover image to buy.

Comply with it Up in the Residence, Classroom or Library

Academics’ Notes prepared by instructor Melissa Kroeger for Youngsters’s Books Every day in context with the Australian Curriculum. Further academics’ notes might be found on the publisher website here.

Title: ‘Go Go and the Silver Shoes’
Writer:  Jane Godwin
Illustrator: Anna Walker

‘Go Go always made her outfits look interesting, but some people didn’t assume so. Like Annabelle, at college. The one issues Go Go bought from a store have been underpants and footwear. That’s why Go Go beloved footwear. New footwear.’



  • Personal and Social Capabilities (Basis – Yr 2)
  • Literacy (Yr 6)
  • Important and Artistic Considering (Yr 6)

This hyperlinks completely with the Studying Continuum of Private and Social Capability, Self-Consciousness and Self Administration Parts, underneath the Australian Curriculum.


Sub-element: Recognise emotions

  • recognise and determine their very own emotions

Sub-element: Recognise private qualities and achievements

  • categorical a private choice


Sub-element: Recognise emotions

  • determine a variety of feelings and describe situations which will evoke these emotions

Sub-element: Recognise private qualities and achievements

  • determine their likes and dislikes, needs and needs, and discover what influences these


Sub-element: Recognise feelings

  • examine their emotional responses with those of their friends

Sub-element: Recognise personal qualities and achievements

  • determine and describe private pursuits, expertise and achievements and clarify how these contribute to family and faculty life

Sub-element: Understand themselves as learners

  • talk about their strengths and weaknesses as learners and determine some learning strategies to help them

Sub-element: Develop reflective follow

  • mirror on what they have learnt about themselves from a variety of experiences at house and faculty


Sub-element: Categorical feelings appropriately

  • categorical their emotions constructively in interactions with others

Sub-element: Develop into assured resilient and adaptable

  • determine situations that feel protected or unsafe, approaching new situations with confidence



  1. Read the title and present the front cover, and ask:
  • What or who is Go Go?
  • What makes you assume that Go Go is the woman on the front cowl?
  • From taking a look at the entrance cover what varieties of issues do you assume Go Go likes to do?
  • What sort of character do you assume Go Go has? (fun, adventurous, loopy, mild, type?)
  • Did you notice that Go Go’s silver footwear are glittery and sparkly? Why has the illustrator made them stand out?
  1. Read the blurb on the back cover, and ask:
  • Who’s ever had new footwear?
  • What are your favorite footwear? Why?
  • What horrible issues might occur at the creek with Go Go’s new footwear?!
  1. Permit students to lookup close at the superb illustrations that Anna Walker has created on the entrance and back covers and end papers and ask:
  • How do you assume these illustrations have been created? What mediums have been used? Pencil? Watercolour ink? Collage? Paint?
  • Take a look at this video of Anna Walker painting a character utilizing watercolour ink and a light-board.

Learn the ebook – read the guide consecutively, under are pages selected to immediate dialogue along the method:

  • Read Page 2 and talk about who else wears clothes that used to belong to an older sibling or older good friend? These might be referred to as ‘hand-me-down’ garments. What do you assume meaning? Is it okay to put on ‘hand-me-down’ clothes? Youngsters are likely to put on more ‘hand-me-down’ garments because they develop so fast in order that they don’t wear out their clothing!
  • Learn Page 3 and talk about what ‘interesting’ means. Take a look at Go Go and discover what’s fascinating about her outfit (long, colourful socks, a lot of totally different colours). What sort of individual is Annabelle? Annabelle is standing together with her palms on her hips – what is that body language telling us? Annabelle’s mouth is drawn with a straight line – what sort of mood might Annabelle be in? Can you make the similar face as Annabelle? Look again on the earlier page at Go Go and her brothers – their mouths are drawn in a different way and their arms are out or up. What sort of mood do you assume they’re in? Can you make the similar face as Go Go’s brothers? Annabelle has a good friend standing either aspect of her. How do you assume this may make her really feel (extra highly effective, stronger)? Do you assume bullies can typically act like this? Do you assume that bullies need the other individuals round them to make them feel stronger?
  • Learn Pages four and 5. Take a look at all the several types of footwear! What would your most lovely footwear seem like? What color would they be? What design would they have on them? Would they be pointy or spherical or boots to your knees? What would make your footwear totally different to everyone else’s?
  • Learn Pages 8 and 9. Oh pricey! What may happen? What makes you assume so?
  • Learn Pages 12 and 13. Take a look at how Go Go is walking – what is her physique language telling us about her? Her palms are to her sides, her head is wanting down at the ground. How do you assume her face may look? Are you able to make that emotion together with your face and body? Have you ever ever felt like this? What made you are feeling like that method?
  • Before reading web page 14 take a look at the illustration of Go Go. How do you assume she is feeling? What tells you this? Read the page. Go Go is in a ‘very cross mood’ – what does that mean?
  • Earlier than studying web page 16 ask students to explain the feelings/feelings of Go Go and her brothers. Are you able to make these feelings together with your face and body? When do you are feeling like this? What occurred?
  • Read page 17. Go Go says she doesn’t care that her footwear don’t match as a result of her loves her shoe so much. Do you assume that Annabelle is being good or nasty by stating that Go Go’s footwear don’t match? Why? Has someone ever made a remark to you about what you have been sporting? How did it make you are feeling?
  • Can you notice Go Go’s sparkly shoe on Page 19?
  • Read Web page 20. Take a look at Go Go – do you assume that she needs to point out the new woman around the faculty? In the illustration, Annabelle has her hand up. Do you assume that she needs to point out the new woman round as an alternative? How do you assume Annabelle feels when the instructor asks Go Go to point out the new woman round? Can you make this emotion together with your face and body? Would this emotion be disappointment or indignant or something else? Have you ever ever felt this manner? What happened?
  • Read Page 23. Do you assume that Go Go believes that Ellie may need to go and play with Annabelle as an alternative? Do you assume she is going to? Why? Has this ever happened to you? What occurred?
  • Read Page 24. How do you assume Go Go feels when she discovers that Ellie has her shoe? Are you able to make this emotion together with your face and physique? Do you assume that Ellie will give the shoe again to Go Go? Why? Why not?
  • Learn Pages 25 and 26. What do you assume the women may do with the shoe? Brainstorm ideas.
  • Read Web page 27. Take a look at the illustration. What sort of emotion are Ellie and Go Go feeling? Are you able to make this emotion together with your face and body too? The women share the footwear – is this a pleasant factor to do? Why? Do you assume that one in every of the women might have been upset if the other acquired to maintain both the footwear? Why? Is it truthful? Talk about the word ‘compromise’ (a method of reaching an settlement when each side surrender something that they both needed to finish the argument). Did Ellie and Go Go come to a compromise? Have you ever come to a compromise? What happened? How did it make you are feeling?

Prompt Actions to comply with up from discussions:

  • Emotion Face Chart. On the white board draw up 6-8 equal measurement bins. Draw a circle inside the bins. Ask students to say an emotion eg: ‘happy’ then ask them to draw what ‘happy’ seems to be like in the box utilizing the circle as the face and write the phrase beneath. Proceed till students have crammed the bins. Alternatively this might be finished as an individual exercise utilizing mini white boards or items of paper.
  • Draw a Image. Draw an image of you and a good friend enjoying nicely. Where will you be – in the playground/at residence/at college/the seashore? What is going to your facial expressions and physique expressions be like?
  • Making a Pair of Footwear. Utilizing newspaper and sticky tape have youngsters design a pair of footwear that they will wear. What is going to a shoe need? – a sole, a strap to hold your foot in, it should suit you. Things to consider – will layers of newspaper make it stronger? Do you want to embellish it? Then find another person with the similar shoe measurement as you and swap a shoe with them – they are now your ‘Shoe Buddy’.

Shoe design compliments of my son, Ari.


Content material Description: ACELT1800 Experiment with textual content buildings and language features and their results in creating literary texts, for instance, using imagery, sentence variation, metaphor and phrase selection


  • choosing and using sensory language to convey a vivid picture of locations, emotions and events in a semi-structured verse type

Content Description: ACELY1801 Analyse methods authors use to affect readers


  • determine how authors use language to position the reader and give reasons



The writer, Jane Godwin says: ‘I’ve all the time been excited about the concept of footwear in tales. From Cinderella, to Hans Christian Andersen’s The Purple Footwear, Dorothy’s pink footwear (in the ebook they have been silver) in The Wizard of Oz and even Puss in Boots. And consider the importance of our first pair of footwear – typically a baby’s first pair of footwear is an indication of independence, of their capacity to ‘step out’ into the world. Footwear in fairy tales typically have some type of magical, transformative power. Typically they assist a character discover grounding in the world, and change a personality’s life indirectly. Additionally they have a contradictory facet to them – footwear prohibit/ bind our ft, however additionally they shield our ft as they help us to maneuver across the world, and help us to where we have to go in life. Getting new footwear might be seen as getting a brand new help system to assist us get to the place you need to go and to really feel protected/protected. Footwear are additionally like a sign/symbol of independence – we ‘step out into the world’ in our footwear. I’ve all the time needed to write down a guide about footwear!’

There is a metaphor about footwear on this guide, ‘Go Go and the Silver Shoes’. While listening or reading the story attempt to work out what you consider that metaphor is.

Read the ebook


  1. As a class talk about the ‘shoe’ metaphor that you simply consider was embedded in the story.
  2. What language has the writer, Jane Godwin utilized in the story to affect us:
  • Go Go is ‘different’
  • Annabelle is a bully
  • Go Go was not afraid to stand as much as Annabelle
  • The relationship between Go Go and her brothers
  • Destiny influenced Go Go’s life


  1. Google metaphors for footwear. Do any resinate with you? Which of them do you understand? Which ones do you not perceive? Talk about your findings with the class.
  2. Write your personal story which has a shoe metaphor eg: ‘Walk a mile in someone else’s footwear’. Embrace language and strategies to influence your reader.