Overview
I created this seating chart for our eleventh-grade unit on The Great Gatsby. I divided the room into three sections—East Egg, West Egg, and the Valley of Ashes—to support peer discussion, shared inquiry, and collective textual analysis. Each area represents a study group and is intentionally structured to promote collaborative learning and foster active student engagement.
This classroom design incorporates evidence-based practices, including collaborative learning, structured discussion, and visual scaffolding. Research shows that students learn more effectively when they engage in peer discussion and shared inquiry. The use of consistent groups promotes accountability and participation, while the color-coded tracking system supports cognitive organization and helps students connect setting to symbolism. Structuring the room around key locations in The Great Gatsby also supports contextual learning, allowing students to engage more deeply with the text.
Instructional Classroom Design
Instructional Strategy
This seating chart supports color tracking throughout the novel. In East Egg and West Egg, tracking is assigned to groups of six students based on their seating. Students in West Egg focus on white and gold; those in East Egg focus on yellow and green; and those in the Valley of Ashes focus on blue. At the end of the unit, students participate in a jigsaw activity in which each group shares its findings with the class.
This structure increased student discussion and helped students make stronger connections between setting and symbolism.