{"id":43,"date":"2025-03-15T15:34:31","date_gmt":"2025-03-15T15:34:31","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-just-joking-irony-sarcasm-and-online-drama\/"},"modified":"2026-06-16T17:11:01","modified_gmt":"2026-06-16T17:11:01","slug":"lesson-just-joking-irony-sarcasm-and-online-drama","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-just-joking-irony-sarcasm-and-online-drama\/","title":{"raw":"Lesson: \"Just Joking\": Irony, Sarcasm and Online Drama","rendered":"Lesson: &#8220;Just Joking&#8221;: Irony, Sarcasm and Online Drama"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students consider how humour may be used to excuse prejudice and discuss ways of responding to it.\r\n<\/span>\r\n\r\n<strong>Grade range: 7-8\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/irony-and-sarcasm\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/just-joking\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>&nbsp;\r\n\r\nIrony and Sarcasm\r\n\r\nEmoji Intelligence\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>&nbsp;\r\n\r\nIrony and Sarcasm\r\n\r\nEmoji Intelligence\r\n\r\nThe Emoji Game\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/just-joke-helping-youth-respond-casual-prejudice\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nInteractions through digital media can have a real impact:\r\n<ul>\r\n \t<li>It's easy to hurt people's feelings online without meaning to<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n<ul>\r\n \t<li>It's harder to read people's intention or emotions when using digital tools to communicate<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How can we communicate clearly when we're using digital media?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Elements of digital media that make it harder to feel empathy or understand what people mean<\/li>\r\n \t<li>Ethics and empathy: Techniques to improve online communication and reduce conflict\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"211\"]irony[\/pb_glossary], [pb_glossary id=\"210\"]sarcasm[\/pb_glossary], [pb_glossary id=\"208\"]satire[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Create a game using emoji<\/li>\r\n \t<li>Understand: Analyze how digital communication can inhibit empathy<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that certain aspects of digital media make it harder to read people\u2019s feelings or understand what exactly they mean, that there are ways to communicate online that reduce conflict, and key terms like irony, sarcasm, and satire.<\/li>\r\n \t<li>We will think about how we can communicate clearly and avoid hurting people\u2019s feelings when using digital media.<\/li>\r\n \t<li>We will design a game using emojis and analyze how communicating digitally can make it difficult to empathize with others.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nevaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.2 Online Safety, Well-Being, and Etiquette\r\n\r\ndemonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission\r\n\r\nA2.4 Forms, Conventions and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience, and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production\r\n\r\n<strong>A3 Applications, Connections and Contributions\r\n<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nanalyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grade 7: <\/em>analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning\r\n\r\n<em>Grade 8: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grade 7: <\/em>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\n<em>Grade 8: <\/em>evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\nC1.5 Elements of Style\r\n\r\nidentify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\n<em>Grade 7: <\/em>describe literary devices, including foreshadowing, allegory, and symbolism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience\r\n\r\n<em>Grade 8: <\/em>analyze literary devices, including irony, satire, and allusion, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D:Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\n<em>Grade 7: <\/em>identify the topic, purpose, and audience for various texts they plan to create, and analyze why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning\r\n\r\n<em>Grade 8:<\/em> identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.4 Organizing Content\r\n\r\nclassify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives\r\n\r\n<strong>D2 Creating Texts\r\n<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grade 7: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 8:<\/em> draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students consider how humour may be used to excuse prejudice and discuss ways of responding to it.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: 7-8<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/irony-and-sarcasm\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/just-joking\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (75 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>&nbsp;<\/p>\n<p>Irony and Sarcasm<\/p>\n<p>Emoji Intelligence<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>&nbsp;<\/p>\n<p>Irony and Sarcasm<\/p>\n<p>Emoji Intelligence<\/p>\n<p>The Emoji Game<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/just-joke-helping-youth-respond-casual-prejudice\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Interactions through digital media can have a real impact:<\/p>\n<ul>\n<li>It&#8217;s easy to hurt people&#8217;s feelings online without meaning to<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<ul>\n<li>It&#8217;s harder to read people&#8217;s intention or emotions when using digital tools to communicate<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How can we communicate clearly when we&#8217;re using digital media?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Elements of digital media that make it harder to feel empathy or understand what people mean<\/li>\n<li>Ethics and empathy: Techniques to improve online communication and reduce conflict\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_43_211\">irony<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_43_210\">sarcasm<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_43_208\">satire<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Create a game using emoji<\/li>\n<li>Understand: Analyze how digital communication can inhibit empathy<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that certain aspects of digital media make it harder to read people\u2019s feelings or understand what exactly they mean, that there are ways to communicate online that reduce conflict, and key terms like irony, sarcasm, and satire.<\/li>\n<li>We will think about how we can communicate clearly and avoid hurting people\u2019s feelings when using digital media.<\/li>\n<li>We will design a game using emojis and analyze how communicating digitally can make it difficult to empathize with others.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.2 Online Safety, Well-Being, and Etiquette<\/p>\n<p>demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission<\/p>\n<p>A2.4 Forms, Conventions and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience, and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production<\/p>\n<p><strong>A3 Applications, Connections and Contributions<br \/>\n<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>analyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grade 7: <\/em>analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning<\/p>\n<p><em>Grade 8: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grade 7: <\/em>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p><em>Grade 8: <\/em>evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p>C1.5 Elements of Style<\/p>\n<p>identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p><em>Grade 7: <\/em>describe literary devices, including foreshadowing, allegory, and symbolism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience<\/p>\n<p><em>Grade 8: <\/em>analyze literary devices, including irony, satire, and allusion, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D:Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p><em>Grade 7: <\/em>identify the topic, purpose, and audience for various texts they plan to create, and analyze why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning<\/p>\n<p><em>Grade 8:<\/em> identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p>classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives<\/p>\n<p><strong>D2 Creating Texts<br \/>\n<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grade 7: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><em>Grade 8:<\/em> draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_43_211\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_43_211\"><div tabindex=\"-1\"><p>A technique using contrast or contradiction for the purposes of humour or emphasis; for example, a statement that has an underlying meaning different from its literal or surface meaning.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_43_210\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_43_210\"><div tabindex=\"-1\"><p>Sarcasm is when you insult or criticize someone by saying something where the apparent meaning is different from its real meaning.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_43_208\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_43_208\"><div tabindex=\"-1\"><p>The use of irony, sarcasm, or other forms of humour to expose or criticize human folly or vice.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":20,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-43","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/43","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":9,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/43\/revisions"}],"predecessor-version":[{"id":694,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/43\/revisions\/694"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/43\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/media?parent=43"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter-type?post=43"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/contributor?post=43"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/license?post=43"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}