Humor can help students connect with peers, express themselves, and feel more confident in social settings. It can also create misunderstandings, especially when tone, timing, or audience awareness are missing. 

Middle school is often the stage where students begin to experiment with sarcasm and humor in more complex ways. Some jokes build connection. Others cause discomfort, even if that was not the speaker’s intent.

The Using Humor and Sarcasm Goal Poster introduces a simple structure for thinking about humor use. It encourages students to ask themselves key questions: Will this comment help someone feel included? Could it be misunderstood? What effect will it have on the group? With practice, students can learn to use humor thoughtfully in a way that supports friendships and avoids unintentional harm.

In this post, you’ll find:

• A step-by-step lesson plan for using the poster
• Suggested modeling language and examples
• Ideas for reflection and skill generalization

Why Teach Humor as a Conversation Skill?

Students are often told to “be respectful,” but rarely get direct instruction on how to use humor in ways that match that expectation. Humor is part of everyday peer interaction and conversation skills, yet it is highly nuanced. What is funny to one student might be confusing or upsetting to another. Sarcasm, in particular, can feel lighthearted to the speaker but hurtful to the listener, especially if it touches on insecurities or excludes others.

Teaching students how to reflect on the impact of their humor, not just the intention, supports:

• Stronger social awareness
• Better peer communication
• Reduced conflict and fewer miscommunications

This lesson helps students slow down, think about how their words might be received, and make adjustments that support more positive interactions.

Using Humor and Sarcasm Goal Poster

The Using Humor and Sarcasm Goal Poster is designed to help students pause and reflect before making a joke or sarcastic comment. It outlines a set of reminders that support socially appropriate humor in school settings. Each statement prompts students to consider:

• The relationship: Do I know this person well enough to joke with them?
• The setting: Is this an appropriate time and place for humor?
• The intent: Am I trying to build connection, or get a laugh at someone else’s expense?
• The impact: Will this comment help others feel included, or could it cause harm?

Rather than telling students to avoid humor altogether, the poster helps them approach humor with intention. It encourages students to use humor in a way that strengthens peer relationships and supports positive group dynamics.

You can display the poster in a classroom, counseling space, or small group setting. It also works well as a discussion tool when used alongside direct instruction.

Lesson Plan: Using the Humor and Sarcasm Goal Poster

Grade Level: Middle School

Duration: 30 minutes

Materials: Free Humor and Sarcasm Goal Poster (PDF), whiteboard or projector, optional sticky notes or exit slips

Step 1: Introduce the Concept (5 minutes)

Begin by asking the group:

• “What makes a joke funny?”
• “Have you ever told a joke that didn’t go over the way you thought it would?”

Create a short list of things that help a joke land well, such as knowing your audience, reading the room, and avoiding topics that feel too personal. Let students share examples. Keep the tone light, but be ready to redirect if jokes mentioned could be considered hurtful or inappropriate in real settings.

Explain that today’s activity will focus on learning how to use humor in ways that support respectful, positive peer interactions.

Step 2: Introduce the Poster (5–7 minutes)

Project or hand out the Humor and Sarcasm Goal Poster. Read each statement aloud, pausing to discuss:

• “I think about my relationship with the person before I make a joke.” → Ask: “Why is this important?”
• “I use sarcasm only when I know the other person will understand and feel okay about it.” → Ask: “How might sarcasm cause confusion or tension?”
• “I try to make people feel included with my humor.” → Ask: “What does inclusive humor look like?”

Let students offer examples of appropriate and inappropriate humor they have observed in school. Guide them to think about the social cues that can help them know when humor is welcome and when it might create discomfort.

Step 3: Class Discussion or Sorting Activity (10 minutes)

Give students a mix of fictional humor scenarios or ask them to generate their own (anonymously if preferred). Example scenarios might include:

• “You make a sarcastic comment about a classmate’s project in front of the group.”
• “You tell a joke about a shared teacher quirk during lunch with close friends.”
• “You laugh at someone else’s mistake when they read aloud.”

Ask students to place each scenario into one of two categories:

• Builds Connection
• Causes Discomfort or Confusion

Discuss the reasoning behind each choice. Emphasize that the same comment could feel very different depending on the context, audience, and timing. This helps students move beyond labeling humor as simply “good” or “bad” and into a more reflective mindset.

Step 4: Practice Reflection Language (5–8 minutes)

Model ways students can reflect in real time when a joke does not land well. Offer sentence stems:

• “I thought that would be funny, but I see it didn’t come across that way.”
• “I’m sorry—that wasn’t the right time for a joke.”
• “Thanks for letting me know. I didn’t mean to make you uncomfortable.”

Invite students to role-play a few of these. Help them understand that acknowledging a misstep shows maturity and helps rebuild trust.

Reinforcement Strategies for Teaching Humor and Sarcasm

To help students internalize the skill over time, try:

• Pointing out when humor is used well: “That joke worked because everyone felt included.”
• Asking students to reflect after group activities: “Did we use humor that supported each other?”
• Revisiting the poster during moments of peer tension or after humor misfires
• Encouraging classroom norms around inclusive language and checking in before joking with someone new

These practices reinforce that humor is part of healthy communication AND that awareness, empathy, and timing all play a role in how it’s received.