Tener is a very important verb in Spanish that serves many purposes. This lesson will start by introducing the verb and its various uses. Then, it will present possessive pronouns, another important component of vocabulary. Finally, students will be able to understand and compose sentences with combinations of these elements and other basic vocabulary.
By the end of this lesson your students will create amazing storyboards like the ones below!
This storyboard demonstrates tener being used in its most straightforward way, to mean “to have”. The purpose of the storyboard is to teach or reinforce the conjugation of tener.
Activity 1: Student creates a conjugation storyboard, like the one modeled, to practice the conjugation of tener, as well as illustrate its meaning.
Activity 2: Student creates a tener conjugation storyboard like the one modeled, but also uses tener expressions for their context. Can also be paired with a second sentence saying what the subject needs (using necesitar) or will do (using ir + a + infinitive) to further ground tener within a greater context.
Many students know adjective agreement rules and can apply them. However, the agreement of possessive adjectives can prove more challenging. Many students are inclined to think that the possessive adjective agrees with the possessor. So, if it is “my book”, then the student may think the form of “my” in Spanish is dictated by the speaker’s gender and number. This is not correct! Instead, the student must clearly understand that the form of “my” is dictated by the possession, in this case, the book. To cement this understanding, students often need to be led through examples and exercises that challenge the rule and the student’s natural inclination.
This storyboard uses a comparatively challenging example. The possessive adjective nuestro was chosen for the example because it has all four forms, rather than just two. Students should note that while the possessor is plural and feminine, because the possession (the book) is singular and masculine, nuestro must be in its singular and masculine form. Student tendency is to make nuestro feminine and plural because of the two girls that own the book.
The focus of this activity is learning adjective agreement as it applies to possessive adjectives.
Activity 1: Student creates a storyboard whose first cell explains and illustrates the grammar rule with one possessive adjective of the student’s choosing. In the following cells, the student writes simple sentences with markups that show the relationships between the student’s various choices in grammar.
Activity 2 - Advanced: Student creates a narrative storyboard that uses possessive adjectives in context, clearly demonstrates the agreement rules taught, and illustrates student understanding. Student includes markups to show their reasoning.
This storyboard assumes that students have already learned the conjugations of tener, the most common tener expressions, and have studied possessive adjectives. It also assumes that students have already done some basic practice and are ready to put it all together.
Have students create a storyboard that uses mini dialogues to access various conjugations of tener, as well as different forms of the Spanish possessive adjectives in unison. Students should be sure to include both in each speech bubble. Students could also use tener expressions in each.
This creative scene assumes that students have already learned the conjugations of tener, as well as the most common tener expressions. It also assumes that students have already done some basic practice and are ready to put it all together. The creative scene is also appropriate to provide differentiation for advanced students.
Using this somewhat unusual dance scene as a model, students can work on their mastery of tener, as well as their speaking and writing skills. Each character in the scene demonstrates a different tener expression that students must identify and use.
Have students create their own creative scene, targeting images that will require the use of tener expressions. Students will then write a descriptive paragraph below the cell, using complete sentences. Depending on how complex or simple of an activity is desired, instruct students to describe all aspects of the illustration, including review vocabulary and description.
Advanced 1: Instead of students writing out the description below the cell, students can instead give an oral presentation of the description.
Advanced 2: Instruct students to embed their sentences within the greater context of a narrative that is in line with their storyboard.