Underline the indirect objects in the following paragraphs! 4. In another realm, the term cancer stands as a general term for malignancy. Cancer is Latin for '

Underline the indirect objects in the following paragraphs!
4. In another realm, the term cancer stands as a general term for malignancy. Cancer is Latin for 'crab' and is one of the signs of the zodiac. No doubt, some old-time patho-logist peering through a microscope thought that tumor cells looked like crazed crusta-ceans with pincers meant to harm. The term crab has another medical meaning since pubic lice are often called crabs. Pubic lice cause a nasty infestation, although the Phthirus pubis insects that besiege the groin really do look like crabs and most certainly bite.

5. The full name for lupus - systemic lupus erythematosus - is a mélange that roughly translates as a systemic disease in which a wolf turns red. The word lupus became part of the name since the lesions in the classic rash allegedly look like the bite or scratch of a wolf. Having never seen the aftermath of such an attack, I cannot verify this resemblance. Nevertheless, the association of a disease with a wolf is alarming. For much of history, wolves have been depicted in fables, myths, and even the Bible as menacing creatures that attack flocks and herds and even snatch little children. Sadly, the fear of wolves has led to extraordinary efforts at extermination, decimat-ing the wolf population in many countries and creating havoc with the ecosystem. Notwithstanding the truth about these apex predators, the popular psyche has identi-fied wolves as big and bad animals to be feared and despised. As strange as it may be, the very same rash that led someone to think of Canis lupus led others to think of Danaus plexippus, as the monarch butterfly is officially known. I would argue that butterflies are among the sweetest and nicest members of the whole animal kingdom. If - in the minds of many - a wolf conjures up dark winter nights, howling cries, and assaults on sheep and little pigs, butterflies call forth warm sunny days on daisy-cover-ed hills.



Underline the infinitive phrase that functions as the direct object!

The Quantum Learning Tenets
The first Tenet is "Everything Speaks." This concept reminds us that everything we do in the classroom sends a message to students. The way we greet students first thing in the morning or at the beginning of a class sends a message. The way we handle an incorrect response from a student given in front of peers sends a message. Our Environment, the Atmosphere we create, the Design of our lesson delivery or educational tasks, how we dress, the way we listen, or the character traits we model all send messages to our students. By being constantly aware of this important principle we tend to be more deliberate and proactive in orchestrating the messages students receive. This helps us better manage the variables that contribute to an optimal classroom atmosphere and learning environment.
"Everything is on Purpose" is the second Tenet and it follows logically from the one before it, "Everything Speaks." If everything speaks, then it follows that we want to be purposeful with everything we do in the classroom to get the desired outcome. A focus on the Tenet, "Everything is on Purpose", encourages a greater awareness of all the variables that influence learning. It is this Tenet that helps us to begin to see our role in the classroom differently. We are not in the classroom to dispense knowledge - we are there to orchestrate learning. We are striving to get masterful in this orchestration, and even small variables and details become important to us.
"Experience Before Label" is an important principle that influences our lesson design and delivery. It means that we involve students in an experience or elicit an experience that they can relate to before we attempt to attach it to any symbolic language or label. From a scientific perspective we are creating schema or a new neural network in the brain before attaching the label. It can also mean that we move the students to inquiry where they are seeking the label or concept before we give it to them. For example, a math teacher may involve students in a real-life situation in which they are trying to solve a problem but having difficulty based on what they already know. They may begin to look for a new formula or principle to help them accomplish the solution. This state of inquiry or searching would be an ideal time for the teacher to introduce the new concept, and this process would be called "Experience Before Label." In a literature class a teacher may have students experience writing from a talented author before introducing the literary concept of mood. A science teacher may have students experience or observe the laws of motion before actually labeling them.