Name: ________________________________________________________ Date: ______________
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THE LANGUAGE ARTS MAGAZINE
PAIRED TEXTS: “Off With Her Hair!” • SKILL: Close Reading
Close-Reading Questions
”Off With Her Hair!”
1. R
eread the first paragraph. Why might the author have chosen to start the story this way?
2. The author writes that Marie’s hair had come to represent “everything that was unjust.”
What does the author mean? What details does she include to support this claim?
(interpreting text; supporting details)
3. Consider the paragraph on page 16 about hair in the ancient world. What did Marie
Antoinette and Queen Nefertiti have in common? (compare and contrast)
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(author’s craft)
Name: ________________________________________________________ Date: ______________
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THE LANGUAGE ARTS MAGAZINE
PAIRED TEXTS: “Hey Kids, Get a Haircut!” • SKILL: Close Reading
Close-Reading Questions
”Hey Kids, Get a Haircut!”
2. According to the article, in what way was hair a symbol in the 1960s? (symbolism)
3. Consider the slogan that parents used to protest the school suspensions in Norwalk. What
do you think it means? What can you infer the parents were trying to tell the school to do?
(interpreting text)
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1. W
hat is the tone of the first three lines? Explain. (tone)
Name: ________________________________________________________ Date: ______________
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THE LANGUAGE ARTS MAGAZINE
PAIRED TEXTS: “Off With Her Hair!” and “Hey Kids, Get a Haircut!”• SKILL: Critical Thinking
Critical-Thinking Questions
“Off With Her Hair!” and “Hey Kids, Get a Haircut!”
2. What is a bigwig, and where did this term originate? Who or what might be called a bigwig
today?
3. In “Off With Her Hair!” the author writes that for most of history, “only the rich and powerful
could afford to follow fads.” According to “Hey Kids, Get a Haircut!” were the fads of the
1960s only available to the rich and powerful?
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1. What role do celebrities play in fashion?