Grade K–3SEL & Resilience

Shake It Off!

Written and illustrated by Vanessa Brantley-Newton

When life gets messy, muddy, or just plain hard — sometimes the best thing you can do is shake it off. In this joyful, exuberant picture book from New York Times bestselling author-illustrator Vanessa Brantley-Newton, a spirited goat shows readers what it looks like to let go of the things that weigh you down and move forward with your whole body and your whole heart. Bursting with energy, color, and movement, Shake It Off! is a celebration of resilience, self-regulation, and the simple, powerful act of choosing to keep going — even when things don't go your way.

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From the Library Director

Shake It Off! is exactly the kind of book that makes a story time feel like a party. Vanessa Brantley-Newton has created something genuinely special here: a picture book that is simultaneously one of the most joyful read-alouds of the year and a genuinely useful tool for helping children understand emotional regulation. The goat protagonist is irresistible — wild-eyed, full-bodied, completely committed to the shake — and the illustrations are extraordinary: rich, layered, kinetic, with a warmth and energy that leaps off the page. But what makes this book more than just a fun read is the underlying message: that shaking it off isn't about pretending bad things didn't happen, it's about choosing not to let them define you. That's a nuanced, important distinction, and Brantley-Newton makes it feel completely natural and accessible for young readers. Perfect for SEL units, morning meetings, and any classroom conversation about feelings, resilience, and what it means to take care of yourself. A guaranteed crowd-pleaser and a genuine keeper.

Big Idea

We all face hard moments, disappointments, and feelings that stick to us — but we have the power to shake them off and choose how we move forward.

Discussion Questions

1
What does it mean to 'shake it off'? Is the goat pretending that nothing bad happened, or doing something different? What's the difference between ignoring a feeling and shaking it off?
2
Have you ever had a day when something went wrong and you couldn't stop thinking about it? What did it feel like to carry that feeling around? What helped you feel better?
3
The goat uses her whole body to shake off what's bothering her. Why do you think moving your body can help with big feelings? Can you think of other ways your body helps you feel better when you're upset?
4
Is there a difference between shaking something off and giving up? When is it right to keep trying, and when is it right to let go and move on? How do you know which one to do?
5
What kinds of things do you find hardest to shake off — things people say, things that go wrong, things you're embarrassed about? Why do some feelings stick longer than others?
6
The goat seems really free and joyful after she shakes it off. Do you think that feeling lasts? What do you do to keep that feeling going when something hard comes along again?
7
Can you think of a time when you helped someone else shake off a bad feeling? What did you do? What does it feel like to be the person who helps someone else feel better?
8
If you could teach a younger child one thing about dealing with hard feelings, what would it be? What would you want them to know that you wish you had known earlier?

Activity: My Shake It Off Toolkit

Students identify their own personal strategies for managing big feelings and build a personalized 'Shake It Off Toolkit' — a collection of go-to moves, words, and actions they can use when they need to reset and keep going.

1
Before reading, ask students: Has anyone ever had a feeling that just wouldn't go away — like it was stuck to you? What did that feel like? What did you do? Take a few responses, then introduce the book: today we're going to meet a goat who has figured out exactly what to do when feelings get heavy — and she's going to show us with her whole body.
2
Read Shake It Off! aloud with full physical energy — encourage students to shake along with the goat at key moments, stand up and wiggle, and really feel the movement in the story. After reading, discuss: What exactly did the goat do? Was she pretending nothing happened, or something different? What does 'shaking it off' really mean? Guide students toward the idea that shaking it off is about choosing not to let a hard feeling control you — not about pretending it didn't happen.
3
Introduce the 'Shake It Off Toolkit' activity. Explain that everyone's toolkit is different — what helps one person might not help another, and that's okay. Brainstorm as a class: what are some things people do to shake off a hard feeling? Generate a list on the board (examples: take deep breaths, go for a walk, talk to a friend, draw, listen to music, dance, count to ten, drink water, hug a stuffed animal, go outside). Encourage students to add their own ideas.
4
Each student creates their own 'Shake It Off Toolkit' page. The page has three sections: My Body Moves (physical strategies — things I do with my body), My Mind Moves (thinking strategies — things I tell myself or think about), and My Heart Moves (connection strategies — people I go to or things that remind me I'm loved). Students fill in at least one strategy in each section, illustrate their favorite, and write or dictate one sentence explaining why that strategy works for them.
5
Share and celebrate: students share one item from their toolkit with a partner or the class. Post toolkits in the classroom or compile them into a class 'Shake It Off' book. Close with a class shake: everyone stands up, thinks of one thing they want to shake off today (a worry, a mistake, a bad feeling), and shakes their whole body for ten seconds. Then sit back down and take one deep breath together. Remind students: their toolkit is always with them, even when the book isn't.

Standards Connections

CCSS.ELA-LITERACY.RL.K-3.3 — Describe characters in a story and explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.K-3.4 — Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
CCSS.ELA-LITERACY.W.K-3.3 — Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings
SEL — Self-Awareness: Identify and name emotions accurately; recognize the physical sensations associated with different emotional states
SEL — Self-Management: Demonstrate strategies for managing emotions and stress; use self-regulation skills to respond to challenges constructively
SEL — Responsible Decision-Making: Reflect on personal strategies for emotional regulation; evaluate what works and why in different situations